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Self‐perception of competence in Korean children: Age, sex and home influences
Author(s) -
Lee Julie,
Super Charles M.,
Harkness Sara
Publication year - 2003
Publication title -
asian journal of social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.5
H-Index - 49
eISSN - 1467-839X
pISSN - 1367-2223
DOI - 10.1111/1467-839x.t01-1-00016
Subject(s) - psychology , collectivism , competence (human resources) , developmental psychology , social competence , perception , structural equation modeling , social psychology , cognition , social skills , social change , individualism , statistics , mathematics , neuroscience , political science , law , economics , economic growth
The self‐perceived competence of 750 Korean children in kindergarten through the seventh grade was investigated using adaptations of Harter's scales for younger and older children. Measures of family characteristics and the home environment were collected to explore the determinants of variation in self‐perceived competence. Adaptations of the competence scales yielded maximum similarity of content across the full age span, and also reflected the Korean emphasis on collectivist, intergenerational social skills and on early, direct training in academic cognitive skills. The results replicate two findings reported for North American and European samples; namely, increasing differentiation of domains of self‐perceived competence with age, and decreasing levels of self‐perceived competence in the opening years of primary school. In addition, the present study also finds two phenomena not evident in previous reports. First, a significant statistical interaction of grade and sex in the cognitive and physical domain was found, such that girls’ self‐perceived competence decreased more with age than did that of boys. Second, two social domains were differentiated, one reflecting peer acceptance (like the Harter scales) and the other tapping intergenerational and collectivist social skills that are valued in Korean society. Structural equation modeling revealed different patterns of influence for the four outcome measures. Both the analysis of internal variation and comparison with previous reports highlight the importance of a social and cultural perspective in understanding the development of children's self‐perceived competence.