Developmental changes in achievement evaluation: motivational implications of self-other differences.
In order to explore the development of self-evaluative biases, children at 3 age levels (5-6, 7-8, 9-10) evaluated themselves or another child when given social or temporal comparison feedback. Evaluative biases were indicated by higher evaluations for the self than another, especially after failure. Children at different ages were not differentially responsive to temporal vs. social comparison information. However, evaluative bias in response to the type of evaluation differed by age; there was greater bias for general ability evaluations by older children and greater bias for specific performance evaluations by younger children. Alternative explanations for these self-other differences were minimized, as differences in visual orientation were held constant and differences in knowledge of effort were controlled statistically. Other aspects of the design as well as sex differences support a motivational interpretation of these biases. How these biases are manifested is related to children's level of understanding and concerns at different ages.
Department of Psychology, New York University, NY 10003.
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Ruble
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Eisenberg
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Higgins
D000339:Affect; D000367:Age Factors; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007600:Judgment; D008297:Male; D009042:Motivation; D010379:Peer Group; D011287:Prejudice; D002666:Psychology, Child; D011597:Psychomotor Performance; D012647:Self-Assessment; D012737:Sex Factors; D012919:Social Behavior