Children's and Teachers' Views of School-Based Competencies and Their Relation to Children's Peer Status

REFERENCES

• Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213–232.
   PubMed Web of Science ®Google Scholar
• Asher, S. R., & Wheeler, V. A. (1985). Children's loneliness: A comparison of rejected and neglected peer status. Journal of Clinical and Consulting Psychology, 53, 500–505.
   PubMed Web of Science ®Google Scholar
• Boivin, M., & Begin, C. (1989). Peer status and self-perception among early elementary school children: The case of the rejected children. Child Development, 60, 591–596.
   PubMed Web of Science ®Google Scholar
• Bukowski, W. M., & Hoza, B. (1989). Popularity and friendship. In T. J. Berndt & G. W. Ladd (Eds.), Peer relationships in child development (pp. 15–45). New York: Wiley.
   Google Scholar
• Burisch, M. (1984). Approaches to personality inventory construction: A comparison of merits. American Psychologist, 39, 214–227.
   Web of Science ®Google Scholar
• Cantrell, V. L., & Prinz, R. J. (1985). Multiple perspectives of rejected, neglected, and accepted children: Relationship between sociometric status and behavioral characteristics. Journal of Consulting and Clinical Psychology, 53, 884–889.
   PubMed Web of Science ®Google Scholar
• Cattell, R. B. (1965). The meaning and strategic use of factor analysis. In R. B. Cattell (Ed.), Handbook of multivariate experimental psychology (pp. 173–243). Chicago: Rand-McNally.
   Google Scholar
• Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18, 557–570.
   Web of Science ®Google Scholar
• Connell, J. P., & Ilardi, B. C. (1987). Self-system concomitants of discrepancies between children's and teachers' evaluation of academic competence. Child Development, 58, 1297–1307.
   PubMed Web of Science ®Google Scholar
• Dweck, C. S., & Leggett, E. L. (1988). Social-cognitive approaches to motivation and personality. Psychological Review, 95, 256–273.
   Web of Science ®Google Scholar
• Eccles, J. M., Midgley, C., & Adler, T. (1984). Grade-related changes in the school environments: Effects on achievement motivation. In J. Nichols (Ed.), Advances in motivation and achievement (Vol. 3): The development of achievement motivation (pp. 283–331). Greenwich, CT: JAI.
   Google Scholar
• French, D. C., & Waas, G. A. (1985). Behavior problems of peer-neglected and peer-rejected elementary-age children: Parent and teacher perspectives. Child Development, 56, 246–252.
   PubMed Web of Science ®Google Scholar
• Garmezy, N., Masten, A., Nordstrom, L., & Ferrarese, M. (1979). The nature of competency in normal and deviant children. In M. W. Kent & J. E. Rolf (Eds.), Social competence in children (pp. 23–43). Hanover, NH: University Press of New England.
   Google Scholar
• Garmezy, N., Masten, A. S., & Tellegen, A. (1984). The study of stress and competence in children: A building block for developmental psychopathology. Child Development, 55, 97–111.
   PubMed Web of Science ®Google Scholar
• Gesten, E. L. (1976). A Health Resources Inventory: The development of a measure of the personal and social competence of primary-grade children. Journal of Consulting and Clinical Psychology, 44, 775–786.
   Web of Science ®Google Scholar
• Harter, S. (1981). A model of mastery motivation in children: Individual differences and developmental change. In W. A. Collins (Ed.), Aspects of the development of competence (pp. 215–255). Minnesota Symposia on Child Psychology, Vol. 14. Hillsdale, NJ: Lawrence Erlbaum, Inc.
   Google Scholar
• Harter, S. (1982). The Perceived Competence Scale for Children. Child Development, 53, 87–97.
   Web of Science ®Google Scholar
• Harter, S. (1985). Manual for the self-perception-profile for children. Denver: University of Denver.
   Google Scholar
• Harter, S. (1986). Processes underlying the construction, maintenance, and enhancement of the self-concept in children. In J. Suls & A. G. Greenwald (Eds.), Psychological perspectives on the self (Vol. 3, pp. 137–181). Hillsdale, NJ: Lawrence Erlbaum, Inc.
   Google Scholar
• Harter, S., & Pike, R. (1984). The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Child Development, 55, 1969–1982.
   PubMed Web of Science ®Google Scholar
• Hightower, A. D., Cowen, E. L., Spinell, A. P., Lotyczeswki, B. S., Guare, J. C., Fohrbeck, C. A., & Brown, L. P. (1987). The Child Rating Scale: The development of children. School Psychology Review, 16, 239–255.
   Web of Science ®Google Scholar
• Juvonen, J. (1991). Deviance, perceived responsibility and negative peer reactions. Developmental Psychology, 24(4), 672–681.
   Web of Science ®Google Scholar
• Juvonen, J., & Bear, G. (1992). Social adjustment of children with and without learning disabilities in integrated settings. Journal of Educational Psychology, in press.
   Google Scholar
• Keogh, B. K., Juvonen, J., & Bernheimer, L. P. (1989). Assessing children's competence: Mothers' and teachers' ratings of competent behavior. Journal of Consulting and Clinical Psychology, 1, 224–229.
   Google Scholar
• Laemmel, M. S. (1985). An examination of the self-perceptions and social competencies of popular, rejected, and neglected fifth and sixth grade children. Unpublished doctoral dissertation, University of California, Los Angeles.
   Google Scholar
• La Greca, A. M. (1981). Peer acceptance: The correspondence between children's sociometric scores and teachers' ratings of peer interactions. Journal of Abnormal Child Psychology, 9, 167–178.
   Web of Science ®Google Scholar
• Landau, S., Milich, R., & Whitten, P. (1984). A comparison of teacher and peer assessment of social status. Journal of Clinical Child Psychology, 13, 44–49.
   Google Scholar
• Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366–380.
   Web of Science ®Google Scholar
• Marsh, H. W., Craven, R. G., & Debus, R. (1991). Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology, 83, 377–392.
   Web of Science ®Google Scholar
• Marsh, H. W., & Gouvernet, P. J. (1989). Multidimensional self-concepts and perceptions of control: Construct validation of responses by children. Journal of Educational Psychology, 81, 57–69.
   Web of Science ®Google Scholar
• Newcomb, A. F., & Bukowski, W. M. (1983). Social impact and social preferences as determinants of children's peer group status. Developmental Psychology, 19, 856–867.
   Web of Science ®Google Scholar
• Nicholls, J. (1978). The development of the concepts of effort and ability, perceptions of academic attainment and the understanding that difficulty tasks require more ability. Child Development, 49, 800–814.
   Web of Science ®Google Scholar
• Ollendick, T. H., Francis, G., & Hart, K. J. (1985). Correlates of adult and child perceptions of social competency. Journal of Abnormal Child Psychology, 13, 129–141.
   PubMed Web of Science ®Google Scholar
• Peery, J. (1979). Popular, amiable, isolated, rejected: A reconceptualization of sociometric status in preschool children. Child Development, 50, 1231–1234.
   Web of Science ®Google Scholar
• Rogosch, F. A., & Newcomb, A. F. (1989). Children's perceptions of peer reputations and their social reputations among peers. Child Development, 60, 597–610.
   PubMed Web of Science ®Google Scholar
• Silon, E. L., & Harter, S. (1985). Assessment of perceived competence, motivational orientation, and anxiety in segregated and mainstreamed educable mentally retarded children. Journal of Educational Psychology, 77, 217–230.
   Web of Science ®Google Scholar
• Stipek, D., & Tannatt, L. (1984). Children's judgments of their own and their peers' academic competence. Journal of Educational Psychology, 16, 75–84.
   Web of Science ®Google Scholar
• Tanaka, J. S., & Westerman, M. A. (1988). Common dimensions in the assessment of competence in school-aged girls. Journal of Educational Psychology, 80, 579–584.
   Web of Science ®Google Scholar
• Wentzel, K. R. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 61, 1–24.
   Web of Science ®Google Scholar
• White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297–333.
   PubMed Web of Science ®Google Scholar