Relations Between Perceived Competence,Importance Ratings,and Self-Worth Among African American School- Age Children

Abstract

The purpose of this research was to investigate how domain-specific importance ratings affect relations between perceived competence and self-worth among African American school-age children. Importance ratings have been found to affect the strength of the relationship between perceived competence and self-worth and have implications for motivation. Children were assessed on five perceived competence domains, on the importance of those domains, and on global self-worth. Five profiles reflecting relations between perceived competence and self-worth by importance ratings were assessed. Gender differences specific to scholastic competence/self-worth relations were also examined. It was hypothesized that at comparable levels of perceived competence, children ascribing more importance would evidence stronger relationships between perceived competence and self-worth. This was evident in some cases. Importance ratings were found to be pivotal in understanding relationships between perceived competence and self-worth. Gender differences in scholastic competence/self-worth relations were evidenced with certain profiles. Results were interpreted within a cultural context, and the implications for intervention were addressed.