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Perceived Competence (perceived + competence)
Selected AbstractsPerceived competence and school adjustment of hearing impaired children in mainstream primary school settingsCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 6 2008N. Hatamizadeh Abstract Background Although educational main streaming of children with special needs formally began in Iran since 1992 there is little information whether hearing impaired children feel competent in regular schools. Methods To determine the perceived competence and school adjustment of hearing impaired children in mainstream primary school settings, the self-perception profile was administered to 60 mainstreamed hard of hearing children and 60 classmates with normal hearing matched for gender by a single interviewer. The instrument comprised 28 items, 23 of which were similar to those of ,adapted test Image for children with cochlear implants' asking children about their feelings about their own cognitive, physical, socio-emotional and communication competence and school adjustment. The Cronbach alpha coefficient for the instrument was 0.93. Results Hard of hearing children rated their competence significantly poorer than their hearing classmates for all domains. Mean differences for the five domains ranged from 0.48 (for physical competence) to 0.90 (for school adjustment) on a scale of 1,4. There were no significant differences between girls' and boys' competence, in either the hearing or the hearing impaired groups. Classifying overall scores for perceived competence into four groups (,poor competence', ,low competence', ,moderate competence' and ,high competence'), 23.4% of hearing impaired children but none of the hearing classmates rated themselves as having low or poor competence. On the other hand 85% of hearing children and only 18.3% of hearing impaired children rated themselves as highly competent. Conclusion We suggest that periodical assessments of mainstreamed children might help to identify those children who are having difficulty adapting to their environment. [source] Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a differenceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2009Helen Patrick Abstract We investigated whether kindergarten girls' and boys' (N,=,162) motivation for science (perceived competence and liking) differed. Children were ethnically and linguistically diverse, primarily from low-income families, and attended one of three schools. One school offered a typical kindergarten science experience. Kindergarteners in the other two schools participated in the Scientific Literacy Project (SLP),a program based on a conceptually coherent sequence of integrated science inquiry and literacy activities. SLP lasted either 5 or 10 weeks. Regardless of sex, both groups of SLP children had greater motivation for science than children who had only the regular science experience. Moreover, children receiving 10 weeks of SLP reported greater science competence than those who received 5 weeks. Boys in regular classrooms reported liking science more than did girls, however there was no sex difference for SLP children. These results are supported by interview data accessing children's ideas about science. The findings suggest that early meaningful participation in science is likely to promote girls' and boys' motivation for science. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 166,191, 2009 [source] When Professionals Become Mothers, Warmth Doesn't Cut the IceJOURNAL OF SOCIAL ISSUES, Issue 4 2004Amy J. C. Cuddy Working moms risk being reduced to one of two subtypes: homemakers,viewed as warm but incompetent, or female professionals,characterized as competent but cold. The current study ( N= 122 college students) presents four important findings. First, when working women become mothers, they trade perceived competence for perceived warmth. Second, working men don't make this trade; when they become fathers, they gain perceived warmth and maintain perceived competence. Third, people report less interest in hiring, promoting, and educating working moms relative to working dads and childless employees. Finally, competence ratings predict interest in hiring, promoting, and educating workers. Thus, working moms' gain in perceived warmth does not help them, but their loss in perceived competence does hurt them. [source] Perceived competence and school adjustment of hearing impaired children in mainstream primary school settingsCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 6 2008N. Hatamizadeh Abstract Background Although educational main streaming of children with special needs formally began in Iran since 1992 there is little information whether hearing impaired children feel competent in regular schools. Methods To determine the perceived competence and school adjustment of hearing impaired children in mainstream primary school settings, the self-perception profile was administered to 60 mainstreamed hard of hearing children and 60 classmates with normal hearing matched for gender by a single interviewer. The instrument comprised 28 items, 23 of which were similar to those of ,adapted test Image for children with cochlear implants' asking children about their feelings about their own cognitive, physical, socio-emotional and communication competence and school adjustment. The Cronbach alpha coefficient for the instrument was 0.93. Results Hard of hearing children rated their competence significantly poorer than their hearing classmates for all domains. Mean differences for the five domains ranged from 0.48 (for physical competence) to 0.90 (for school adjustment) on a scale of 1,4. There were no significant differences between girls' and boys' competence, in either the hearing or the hearing impaired groups. Classifying overall scores for perceived competence into four groups (,poor competence', ,low competence', ,moderate competence' and ,high competence'), 23.4% of hearing impaired children but none of the hearing classmates rated themselves as having low or poor competence. On the other hand 85% of hearing children and only 18.3% of hearing impaired children rated themselves as highly competent. Conclusion We suggest that periodical assessments of mainstreamed children might help to identify those children who are having difficulty adapting to their environment. [source] Attributional biases in subclinical depression: A schema-based accountCLINICAL PSYCHOLOGY AND PSYCHOTHERAPY (AN INTERNATIONAL JOURNAL OF THEORY & PRACTICE), Issue 1 2007Steven J. Morris Non-depressed individuals exhibit a self-serving attributional bias, taking more credit for success than for failure. Clinically and subclinically depressed people are less self-serving, often to the point of making similar attributions (explanations) for successes and failures. The present studies evaluated a schematic account of these distinct attributional biases. Subclinically depressed and non-depressed participants completed measures of attributional bias (the relative strength of ability attributions for success versus failure), schema-based optimism (the relative expectedness of success versus failure) and self-schemas of competence. Two studies evaluated a hypothesis derived from the schematic account: the greater the perceived competence and optimism, the more self-serving the attributional bias. As predicted, (a) attributional bias scores covaried with optimism and competence scores in both magnitude and valence (or direction), (b) depressed-non-depressed differences in attributional biases paralleled differences in competence and optimism and (c) when attributional bias scores were adjusted for the effects of optimism or competence, depressed,non-depressed differences in attributional biases were eliminated. The schematic account raises questions about the common assumptions that attributional patterns are traits, and that they play a central role in the aetiology and treatment of depression. Copyright © 2007 John Wiley & Sons, Ltd. [source] | ||||||||||