Reflected self-appraisals: Strength and structure of the relation of teacher, peer, and parent ratings to children's self-perceived competencies.

Abstract

The authors obtained teacher, parent, peer, and self-ratings of social acceptance, academic competence, athletic competence, physical appearance, and behavioral conduct on 463 3rd-and 434 6th-grade girls and boys. Multivariate estimates of the relation between self- and others' reports were substantially larger than have previously been found with univariate tests. Interbattery factor analyses revealed evidence of domain specificity; that is, others' appraisals in 1 domain tended to be most strongly related to self-appraisals in the same domain. Analyses also revealed evidence of cross-domain relations; others' appraisals in 1 domain were sometimes related to self-appraisals in different domains. The strength and structure of these relations varied with children's gender, children's grade level, and informant type. The complexity of the relation between self- and others' evaluations has implications for future tests of the reflected self-appraisal process and for school-based programs for enhancing children's self-concepts.

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