Measuring Self-Perceived Role Competence among First Nations and Non Native Children

Abstract

The objective of this research is to develop and test measures of self-perceived academic and social competence among First Nations and non native children. The method used is the analysis of psychometric properties of scales derived from questionnaires administered to First Nations children four culture areas of North America, as well as comparison samples of non native children. The results consist of the reliability coefficients, which fall into a satisfactory range; an internal consistency which increases with age; an agreement between self- and teacher-rated competence which is higher for non native than for native children. In the second grade, the competence scores of the native and non native children were equal. Thereafter, the scores of the native children either declined or remained static, while the non native scores tended to increase. In conclusion, the Flower of Two Soils scales are suitable for children from elementary schools, from First Nations and the majority culture. As children mature, the assessments of competence become an increasingly stable part of their repertoire of self-percepts; asynchronous socialization may adversely affect self-perceived competence.