AGE AND GENDER DIFFERENCES IN CHILDRENS SELF AND TASK PERCEPTIONS DURING ELEMENTARY-SCHOOL

We examined the development of children's self- and task perceptions d uring the elementary school years. 865 first-, second,- and fourth-gra de children (ages 7-10) completed questionnaires assessing their perce ptions of competence in, and valuing of, activities in several activit y domains (math, reading, sports, and instrumental music). Factor anal yses showed that even the first graders had differentiated self-belief s for the various activities. These analyses also indicated that child ren's competence beliefs and subjective task values formed distinct fa ctors. Analyses assessing age and gender differences in children's bel iefs showed that for all the activities except sports, younger childre n's (particularly the first graders) perceptions of competence and sub jective task values were more positive than the beliefs of the older c hildren. Boys had more positive competence beliefs and values than did girls for sport activities, and more positive competence beliefs for mathematics. Girls had more positive competence beliefs and values tha n did boys for reading and music activities.