Perceptions of Competence and Peer Acceptance in Young Children with Motor and Learning Difficulties

Klein, Sheryl; Magill‐Evans, Joyce

doi:10.1080/j006v18n03_03

Cited by 11 publications

(8 citation statements)

References 16 publications

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“…For each picture item, the child evaluates himself or herself on a four‐point scale from ‘not at all like me’ to ‘a lot like me’. Internal consistency, test‐retest reliability and divergent validity have been established for this measure, and some of the work has included children with CP (Harter & Pike 1984; Klein & Magill‐Evans 1998). Responsiveness to change has not been evaluated.…”

Section: Methodsmentioning

confidence: 99%

Exploring the comparative responsiveness of a core set of outcome measures in a school‐based conductive education programme

Wright¹,

Boschen

Jutai

2005

Child

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Section: Methodsmentioning

confidence: 99%

Exploring the comparative responsiveness of a core set of outcome measures in a school‐based conductive education programme

Wright¹,

Boschen

Jutai

2005

Child

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“…Only the trends for the peer acceptance subscale confirmed the hypothesis that children's self-evaluations were high at preschool and gradually declined thereafter. Klein and Magill-Evans (1998) confirmed that first and second graders with learning disabilities or Developmental Coordination Disorder were able to accurately report their self-perceptions of competence and peer acceptance. The children with learning disabilities reported lower perceived cognitive competence and peer acceptance than the normative sample, while the children with Developmental Coordination Disorder reported lower perceptions of physical competence.…”

Section: General Competencesupporting

confidence: 54%

“…It is valid to assume that perceived competence could be influenced by stuttering, not that perceived competence is involved in the emergence of stuttering (Zebrowski, 2007). Perceived competence is an individual's perception that he/she has mastery of the skills necessary to meet environmental demands (Klein & Magill, 1998).…”

Section: List Of Tablesmentioning

confidence: 99%

Self-perceived competence and social acceptance of children who stutter

Hertsberg¹

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I would like to extend my heartfelt gratitude to Dr. Tricia Zebrowski for her thoughtful and persistent guidance throughout the entire thesis-writing process. She encouraged me to think deeply and critically about the topics included in this work, and motivated me to write something that was more than just "good enough." Another big thanks to my committee members, Toni Cilek and Dr. Melissa Duff, for their participation, input, and faith in me that I would finish in time to graduate with my cohort. Lastly, thanks to Dr. Barry Guitar and Kristin Chmela, my mentors and fellow members of the tribe of the tangled tongue, for their continued inspiration and unwavering support. I have been incredibly fortunate to have so many insightful, caring, and inspiring teachers in my life so far.

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“…It is after this age, when children begin to make distinctions between domains, that a 4-factor analysis becomes suitable (Silon & Harter, 1985). Not all researchers have used the 2-factor analysis, with some favouring a 4-factor analysis (e.g., Strein & Simonson, 1999) or a 3-factor analysis (e.g., Begley, 1999;Cadieux, 1996;Klein & Magill-Evans, 1998a). Others have presented the mean scores of each domain but have not investigated the idea of best fit (e.g., Glenn & Cunningham, 2001), while others have provided the data for individual domains as well as reporting on the competence and acceptance factors (e.g., Klein & Magill-Evans, 1998b).…”

Section: Discussionmentioning

confidence: 97%