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Grade‐Level Differences in the Social Value of Effort: Implications for Self‐Presentation Tactics of Early Adolescents
Author(s) -
Juvonen Jaana,
Murdock Tamera B.
Publication year - 1995
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.1995.tb00959.x
Subject(s) - psychology , presentation (obstetrics) , value (mathematics) , developmental psychology , social psychology , statistics , medicine , mathematics , radiology
Differences in fourth, sixth, and eighth grade (10‐, 12‐, and 14‐year‐old) students' willingness to portray themselves as diligent to their popular peers and teachers and their perceptions of the social value of effort and ability ascriptions were examined. The results revealed that the fourth‐ and sixth‐grade students desired to portray themselves as effortful to teachers and peers, whereas the eighth graders were more reluctant to convey to their popular peers than teachers that they study hard. Consistent with these findings, the fourth graders perceived high effort to increase teacher approval as well as popularity among peers, whereas the eighth graders viewed diligence as facilitating teacher approval but low effort expenditure as improving peer popularity. Reasons for youngsters' changing notions of the social value of achievement ascriptions and their self‐presentation tactics in school are discussed.