The Development of Trait Explanations and Self-Evaluations in the Academic and Social Domains

Joyce F. Benenson · Carol Sorich Dweck

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Child and Animal Learning Development Early Childhood Education and Development Education, Achievement, and Giftedness

Abstract

The present study was designed to investigate the development of children's trait explanations and self-evaluations in the 2 domains. 144 white, middle-class children in kindergarten, first, second, and fourth grades (mean ages 5-8, 7-0, 7-9, and 10-0 years, respectively) were interviewed individually about their explanations for both academic and social outcomes and their evaluations of their own outcomes. Trait explanations emerged earlier in the social domain. In addition, trait explanations emerged earlier for success than for failure. Self-evaluations became less positive in both domains and less similar across domains with increasing grade level. An experiential theory of the development of understanding of a domain is presented.

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References

1984Essentials of Behavioral Research: Methods and Data Analysis 1982The Perceived Competence Scale for Children 2007Development of Achievement Motivation 1978The Development of the Concepts of Effort and Ability, Perception of Academic Attainment, and the Understanding That Difficult Tasks Require More Ability 1973Long-term follow-up of early detected vulnerable children.2013Children's Thinking 1973Person Perception in Childhood and Adolescence 1982The Development of Self-Understanding from Infancy Through Adolescence

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