Task‐Oriented Versus Other‐Referenced Competition: Differential Implications for Children's Peer Relations1

Abstract

We conceptualized a multidimensional construct of competitiveness among children. In our model, competing in order to achieve task mastery is distinct from competition motivated by social comparison. Competition is further differentiated by domain, with a distinction between the physical and cognitive domains. Peer‐ and self‐report measures were developed to measure these dimensions. In general, these factors emerged as well‐defined and as having somewhat different implications for peer relations. There was little concordance between the peer‐nomination and self‐report data. The peer nominations indicated that task‐oriented competition was generally associated with acceptance and prosocial behavior, whereas other‐directed competition was generally associated with being liked less and being seen as aggressive. There was little corroboration of these links in the analyses based on the self‐report data.

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