The DOI matches its OpenAlex record; 4 of the 4 references it cites were found in a registry or an index.
Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School
Abstract
We examined the development of children's self- and task perceptions during the elementary school years. 865 first-, second,- and fourth-grade children (ages 7-10) completed questionnaires assessing their perceptions of competence in, and valuing of, activities in several activity domains (math, reading, sports, and instrumental music). Factor analyses showed that even the first graders had differentiated self-beliefs for the various activities. These analyses also indicated that children's competence beliefs and subjective task values formed distinct factors. Analyses assessing age and gender differences in children's beliefs showed that for all the activities except sports, younger children's (particularly the first graders) perceptions of competence and subjective task values were more positive than the beliefs of the older children. Boys had more positive competence beliefs and values than did girls for sport activities, and more positive competence beliefs for mathematics. Girls had more positive competence beliefs and values than did boys for reading and music activities.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.
Nicholls, J. G. (1984) · Psychological Review · doi:10.1037/0033-295x.91.3.328 · Cited by 4,161
The Perceived Competence Scale for Children
Harter, S. (1982) · Child Development · doi:10.2307/1129640 · Cited by 3,639
The development of achievement task values: A theoretical analysis
Wigfield, A., & Eccles, J. S. (1992) · Developmental Review · doi:10.1016/0273-2297(92)90011-p · Cited by 1,717
Self-citationGender role stereotypes, expectancy effects, and parents' socialization of gender differences
Eccles, J. S., Jacobs, J. E., & Harold, R. D. (1990) · Journal of Social Issues · doi:10.1111/j.1540-4560.1990.tb01929.x · Cited by 815
Self-citation
Cited by
Expectancy-value theory of achievement motivation
Wigfield, A., & Eccles, J. S. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1015 · Cited by 7,383
Self-citationEccles, J. S., & Wigfield, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101859 · Cited by 2,368
Self-citationMarsh, H. W., & Craven, R. G. (2006) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2006.00010.x · Cited by 1,368
Expectancy-value theory of achievement motivation: A developmental perspective
Wigfield, A. (1994) · Educational Psychology Review · doi:10.1007/bf02209024 · Cited by 1,305
Self-citationGlobal self-esteem across the life span.
Robins, R. W., Trzesniewski, K. H., Tracy, J. L., Gosling, S. D., & Potter, J. (2002) · Psychology and Aging · doi:10.1037/0882-7974.17.3.423 · Cited by 836
Metadata
- Authors
- Eccles, J. S., Wigfield, A., Harold, R. D., & Blumenfeld, P. C.
- Venue
- Child Development
- Publisher
- Wiley
- Published
- 1993-06-01
- Volume
- 64
- Issue
- 3
- Pages
- 830-830
- ISSN
- 0009-3920 (ISSN-L)
- OpenAlex
- W2161649330
- Cited by
- 1,649
- References
- 4
- FWCI
- 23.99
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
