Aspects of Self-Knowledge About Activities

Abstract

Abstract. This project examined the proposal that self-concepts integrate aspects of self-knowledge in relation to activities. The proposed integrated model was applied to self-concepts about current and future performance, natural talent, effort, and task difficulty of reading, number, and drawing. The participants were 5- to 12-year-old children in Study 1 (N = 241) and Study 2 (N = 225). Responses were unbiased by order effects and socioeconomic indicators. Study 1 showed that the integrated model was a good fit to the responses. Alternative models about the person and about activities did not fit the responses well. The few effects of age and gender self-stereotyping were on particular aspects and not across all aspects of activities. Study 2 replicated the findings. Results supported the integrated model of children's self-concepts that provides a sound basis for brief, meaningful, and useful self-concept inventories for children. The model is readily extended to other activities, with applications to education and clinical settings.