CHILDREN WHO DO WELL IN SCHOOL - INDIVIDUAL-DIFFERENCES IN PERCEIVED COMPETENCE AND AUTONOMY IN ABOVE-AVERAGE CHILDREN

Self-determination theory and a motivational model of engagement were used to determine the impact of perceived competence and autonomy on e ngagement and performance in school of 77 3rd and 4th graders identifi ed as above average in ability by scoring above the median on the Stan ford Achievement Test. Despite this high ability, children who reporte d experiencing a lack of competence (those less certain of their abili ties) or a lack of autonomy (being externally motivated) reported more negative affect and withdrawal behaviors than did children who percei ved themselves as having ability or who perceived themselves to be aut onomous. Implications for the achievement and adjustment of children i n school are discussed.