Peer Reputations and Gender Differences in Academic Self-Concept
| Autor: | Louise C. Perry, Madhavi Menon |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Generality
media_common.quotation_subject 05 social sciences Self-concept 050301 education 050109 social psychology Stereotype Affect (psychology) Developmental psychology Dominance (ethology) Consistency (negotiation) Perception 0501 psychology and cognitive sciences Psychology 0503 education Social psychology General Psychology media_common Reputation |
| Zdroj: | Psychological Studies. 61:21-31 |
| ISSN: | 0974-9861 0033-2968 |
| DOI: | 10.1007/s12646-015-0345-3 |
| Popis: | This study explores the extent and nature of academic peer reputation effects upon children’s academic self-concept in a sample of 151 children (average age 11 years 9 months). Peer and self-perceptions of academic ability and affect (liking) were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and to determine the extent to which gender differences might be evident. Multiple regression analyses provided some support for this stereotype-based gender-congruency hypothesis, as it was primarily children’s academic ability reputation in the gender-stereotype-congruent areas that was predictive of ability self-concept, and, influential with respect to self-perceived ability in gender-stereotypical and counter-stereotypical domains. Contrary to expectations, peer affective reputation was more predictive with respect to traditionally counter stereotypic, (gender-stereotype-incongruent) domains. Results tend to suggest the dominance of gender-stereotype consistency effects in relation to ability perceptions, but contrast effects in relation to school affect. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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