title: Predicting changes in children's self-perceptions of academic competence: a naturalistic examination of evaluative discourse among classmates.
abstract: Classroom discourse was examined as a predictor of changes in children's beliefs about their academic capabilities. Kindergarten, first-grade, and second-grade students (N = 106) participated in 2 waves of data collection, approximately 1 year apart. During the 1st year of the study, children's verbal interactions with their classmates were observed and recorded. Children rated their self-perceptions of academic competence during the 1st and 2nd years. Analyses revealed that changes over time in children's competence perceptions could be predicted from the types of statements that children made and had directed toward them by classmates. Examining sequences of child and classmate statements proved helpful in explaining the observed changes in children's perceptions of competence.
authors.affiliation: Department of Psychology, University of Illinois at Urbana-Champaign, USA. ealterma@msu.edu
authors.forename: Ellen Rydell
authors.initials: ER
authors.lastname: Altermatt
authors.forename: Eva M
authors.initials: EM
authors.lastname: Pomerantz
authors.forename: Diane N
authors.initials: DN
authors.lastname: Ruble
authors.forename: Karin S
authors.initials: KS
authors.lastname: Frey
authors.forename: Faith Knesz
authors.initials: FK
authors.lastname: Greulich
mesh_terms: D002648:Child; D002675:Child, Preschool; D004522:Educational Status; D005246:Feedback; D005260:Female; D005783:Gender Identity; D006801:Humans; D007389:Internal-External Control; D008297:Male; D010379:Peer Group; D012649:Self Concept; D014705:Verbal Behavior