Predicting Feelings of Cognitive Competence in Head Start Preschoolers

Abstract

Little is known about what predicts the budding sense of self-competence in preschoolers. This is particularly true of cognitive competence, which may have implications for later schooling. Based on previous research with older children, it was expected that feelings of self-competence would be influenced by attitudes of significant others as well as intrapersonal dispositions. Forty-five Head Start preschoolers (M age = 4.36 years) served as participants. As expected, high effortful control and language competence, as well as teachers' ratings of competence, predicted positive feelings about cognitive competence in children. Further analysis revealed that the teachers' ratings were predicted by maternal education and language competence. The findings suggest that the development of cognitive self-concept in preschoolers is predicted by contextual and constitutional factors.

Attitudes of parents and children towards people with disabilities and their integration into society

“…Before entering school, they formulate a well-developed perception of the self and can reflect how they appear to others and what differentiates them from others (Gilmore & Howard, 2016). During elementary school years, self-perception becomes increasingly influenced by environmental responses (DiBiase & Miller, 2012) and comparisons to others (Gilmore & Howard, 2016). Their awareness of characteristics that affiliate them with others and those that make them stand out as different broadens and is no longer limited to responses made by members of their inner circle (ibid.).…”