The Harter Perceived Competence Scale for Children was used to assess teachers' and children's ratings of perceived competence four years after preschool screening. Stepwise multiple regressions showed that maternal education was a significant predictor of teachers' ratings of children's cognitive competence and conduct. Preschool problem/no-problem status was significantly related to teachers' rating in four of five domains but only related to the children's self-concept of social competence and global self-worth. The present findings support the importance of child-centered information versus socioeconomic status as a predictor of future functioning.
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