期刊论文详细信息
Frontiers in Psychology | |
Gender and contextual variations in self-perceived cognitive competence | |
article | |
Olivia Kuzyk1  Alice Gendron1  Luz Stella Lopez2  William M. Bukowski1  | |
[1]Department of Psychology, Concordia University | |
[2]Department of Education, Universidad del Norte | |
关键词: Cognitive competence; gender; childhood; culture; Socioeconomic Factors; | |
DOI : 10.3389/fpsyg.2022.919870 | |
学科分类:社会科学、人文和艺术(综合) | |
来源: Frontiers | |
【 摘 要 】
School performance and cognitive competence can be conceptualized as social and relational constructs. Thus, we expect their association to vary as a function of other socially-embedded variables which have proven meaningful in the academic context. The present study takes a critical theory approach to assess gender-related and contextual variability in the association between peer-assessed school performance and self-perceived cognitive competence. The sample consisted of 719 preadolescents (M age = 9.5 years, range = 9 to 12.5 years) living in lower- and upper-middle-class neighborhoods in Montreal, Canada and Barranquilla, Columbia. Multigroup comparisons revealed that (a) peer-assessed school competence was more strongly associated with self-perceived cognitive competence for upper-middle-class than lower-middle-class participants from Barranquilla, whereas the opposite pattern was observed with Montreal participants, and (b) the association between communal orientation and self-perceived cognitive competence was stronger for girls than for boys across the sample, especially in the upper-middle-class school in Montreal. These findings highlight the nuanced effects of gender on preadolescents’ perceived academic competence and emphasize the role of SES in shaping self-perceptions.【 授权许可】
CC BY
【 预 览 】
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RO202307160005791ZK.pdf | 342KB | download |