Relationships between self-concept and directly observed behaviors in kindergarten children

Abstract

Twenty kindergarten children who were nominated by teachers as not being socially and academically competent (low-rated) and 36 kindergarten children who were nominated by teachers as competent (high-rated) participated in this study. Selfconcept and academic achievement data were gathered on each subject. In addition, all children were observed in class, with particular attention to compliance/noncompliance with adult requests, on-task/off-task behavior, and positive/negative social behaviors with peers. The results indicate that: (a) The factor structure of the self-concept instrument (Primary Self-concept Inventory) was replicated in both groups of children. (b) There were no significant differences in self-concept scores among high-vs. low-rated children. (c) There were profound differences in academic and social behaviors that were found to covary with positive self-evaluations within the two study groups. In general, high-rated children who felt best about themselves were higher achievers and more compliant than were their study group cohorts. Lowrated children who felt best about themselves were, on the contrary, more off-task, more negative in their peer contacts, and inferior academically to their study group cohorts.Failure in the early school grades, be it related to the acquisition of math facts or the development of close peer relations, is a problem of enormous magnitude. After an exhaustive review of problem behavior referral and incidence data, Strain, Cooke, and Apolloni (1976) concluded that approximately 15% of all elementary school children exhibit delayed or deviant social behaviors that require careful, systematic intervention. Moreover, Becker and Carnine (1980) maintain that approximately 10% of all elemen-

The effects of teachers' verbal behaviors on kindergartners' perceptions of competence

“…Praise may have a benefit in that it cues students as to what outcomes are valued in our society (Stipek, Recchia, & McClintic, 1992). However, when used to build perceptions of competence, it is important to consider that illusory perceptions of competence may be associated with a failure to cope with school demands and may not be a desired educational outcome (Eshel & Kurman, 1991;Strain, Kerr, Stagg, Lenkner, Lambert, Mendelsohn, & Franca, 1983). Perhaps the thrust of educational intervention in the area of perceptions of competence should be to help students develop more realistic appraisals.…”