The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Assessing Young Children's Views of Their Academic, Social, and Emotional Lives: An Evaluation of the Self-Perception Scales of the Berkeley Puppet Interview
Abstract
In a prospective, longitudinal study we examined the psychometric properties of the self-perception scales of the Berkeley Puppet Interview (BPI). A total sample of 97 young children were assessed with the BPI at 3 time points: preschool, kindergarten, and first grade. The BPI assesses young children's self-perceptions of their school adjustment in 6 domains: academic competence, achievement motivation, social competence, peer acceptance, depression-anxiety, and aggression-hostility. Results showed that 4½- to 7½-year-olds possess a multidimensional self-concept that can be reliably measured and that the BPI is sensitive to normative changes and individual differences in young boys' and girls' views of themselves. Support for the method's validity was derived from consistent and meaningful patterns of convergence between children's self-perceptions and ratings by adult informants–mothers, fathers, and teachers–as well as standardized test scores. In fact, in this study, the concordance between young children's self-reports and parallel ratings by teachers or mothers were consistently as strong as if not stronger than the concordance between mothers' and teachers' ratings.
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Cites
A social-cognitive approach to motivation and personality.
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Tests for comparing elements of a correlation matrix
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“Although the year-to-year differences in mean intercorrelations were not statistically significant (Steiger, 1980), the average correlation among scales declined each year, consistent with the idea that children's self-perceptions become more differentiated with age (mean r = .”
Self-concept: validation of construct interpretations.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976) · Review of Educational Research · doi:10.3102/00346543046003407 · Cited by 4,164
Cited by
Personality Development: Stability and Change
Caspi, A., Roberts, B. W., & Shiner, R. L. (2005) · Annual Review of Psychology · doi:10.1146/annurev.psych.55.090902.141913 · Cited by 2,699
Costello, E. J., Egger, H., & Angold, A. (2005) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/01.chi.0000172552.41596.6f · Cited by 1,134
Stone, L. L., Otten, R., Engels, R. C. M. E., Vermulst, A. A., & Janssens, J. M. A. M. (2010) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-010-0071-2 · Cited by 1,031
Personality differences in childhood and adolescence: Measurement development, and consequences
Shiner, R., & Caspi, A. (2003) · Journal of Child Psychology and Psychiatry · doi:10.1111/1469-7610.00101 · Cited by 701
Essex, M. J., Klein, M. H., Cho, E., & Kalin, N. H. (2002) · Biological Psychiatry · doi:10.1016/s0006-3223(02)01553-6 · Cited by 698
Metadata
- Authors
- Measelle, J. R., Ablow, J. C., Cowan, P. A., & Cowan, C. P.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 1998-12-01
- Volume
- 69
- Issue
- 6
- Pages
- 1556-1576
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2060885426
- Cited by
- 344
- References
- 5
- FWCI
- 21.39
- Type
- journal article
- Language
- en
- Open access
- closed
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