Behavioral and relational correlates of low self-perceived competence in young children
Self-perceptions, Withdrawal, Peer acceptance
It is developmentally normative for preschoolers (aged four to five years) to have self-perceptions that are typically positive and even over-inflated. However, because not all children have positive self-perceptions in early childhood it is important to understand factors that influence the development of self-perceptions, especially low self-perceptions, in early childhood. Therefore, this study examined the associations between self-perceptions and teacher ratings of social behaviors, subtypes of withdrawal, and peer ratings of acceptance/rejection in preschoolers. Participants included 199 children (107 males, 92 females) attending two early childhood programs in a midsized community in the western United States. The major findings were that children in early childhood who have lower self-perceptions of their abilities than their peers tended to engage in more reticence, solitary-passive withdrawal, and solitary-active behavior.
Original Publication Citation
Nelson, L. J., Hart, C. H., *Evans, C. A., Coplan, R. J., Roper, S. O, & Robinson, C. C. (2009). Behavioral and relational correlates of low self-perceived competence in young children. Early Childhood Research Quarterly, 24, 350-361.
BYU ScholarsArchive Citation
Nelson, Larry J.; Hart, Craig H.; Evans, Cortney Anne; Coplan, Robert J.; Roper, Susanne Olsen; and Robinson, Clyde C., "Behavioral and relational correlates of low self-perceived competence in young children" (2009). All Faculty Publications. 2606.
Early Childhood Research Quarterly
Family, Home, and Social Sciences
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