Predicting changes in children's self-perceptions of academic competence: A naturalistic examination of evaluative discourse among classmates.
Abstract
Classroom discourse was examined as a predictor of changes in children's beliefs about their academic capabilities. Kindergarten, first-grade, and second-grade students (N = 106) participated in 2 waves of data collection, approximately 1 year apart. During the 1st year of the study, children's verbal interactions with their classmates were observed and recorded. Children rated their self-perceptions of academic competence during the 1st and 2nd years. Analyses revealed that changes over time in children's competence perceptions could be predicted from the types of statements that children made and had directed toward them by classmates. Examining sequences of child and classmate statements proved helpful in explaining the observed changes in children's perceptions of competence.
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Social comparative behaviors have been observed in early elementary years in the form of glances at peers' progress and comparative remarks.
“Social comparative behaviors have been observed in early elementary years in the form of glances at peers' progress and comparative remarks (Altermatt, Pomerantz, Ruble, Frey, & Greulich, 2002)”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Altermatt, Pomerantz, Ruble, Frey, & Greulich, 2002
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Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468 · see citing works
Friends' influence on adolescents' academic achievement motivation: An experimental study.
Berndt, T. J., Laychak, A. E., & Park, K. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.664 · Cited by 160 · see citing works
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Ryan, A. M., & Shim, S. S. (2012) · Journal of Educational Psychology · doi:10.1037/a0027696 · Cited by 133 · see citing works
Molloy, L. E., Gest, S. D., & Rulison, K. L. (2011) · The Journal of Early Adolescence · doi:10.1177/0272431610384487 · Cited by 116 · see citing works
- Authors
- Altermatt, E. R., Pomerantz, E. M., Ruble, D. N., Frey, K. S., & Greulich, F. K.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- New York University (US)
- University of Washington (US)
- Venue
- Developmental Psychology
- Published
- 2002
- Volume
- 38
- Issue
- 6
- Pages
- 903-917
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2029322521
- Cited by
- 77
- References
- 2
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 3 · 2022: 2 · 2021: 3 · 2019: 5 · 2018: 2 · 2017: 5 · 2016: 4 · 2015: 6 · 2014: 6 · 2013: 4 · 2012: 6
- FWCI
- 2.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute of Mental Health (R01 MH57505-02, MH 37215, R01MH057505)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- academic self-concept, academic competence, peer assessment, classroom discourse, peer feedback, kindergarten, first grade, second grade, longitudinal change, verbal interaction
- MeSH terms
- Child, Child, Preschool, Educational Status, Feedback, Female, Gender Identity, Humans, Internal-External Control, Male, Peer Group, Self Concept, Verbal Behavior
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