THE STRUCTURE AND COHERENCE OF COMPETENCE FROM CHILDHOOD THROUGH ADOLESCENCE

The structure and coherence of competence from childhood (ages 8-12) t o late adolescence (ages 17-23) was examined in a longitudinal study o f 191 children. Structural equation modeling was utilized to test a co nceptual model and alternative models. Results suggest that competence has at least 3 distinct dimensions in childhood and 5 in adolescence. These dimensions reflect developmental tasks related to academic achi evement, social competence, and conduct important at both age levels i n U.S. society, and the additional tasks of romantic and job competenc e in adolescence. As hypothesized, rule-breaking versus rule-abiding c onduct showed strong continuity over time, while academic achievement and social competence showed moderate continuity. Results also were co nsistent with the hypothesis that antisocial behavior undermines acade mic attainment and job competence.