The relationship amond self-, teachers', and peers' perceptions of competence for children with severe behavior disorders

Author

Anna Marie Stewart, Fordham University
David S. Glenwick, Fordham University

Periodical Title

Modern Psychological Studies

Volume

1

Number

2

Page Numbers

pages 30-41

Department

Dept. of Psychology

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Date

1993

Abstract

This study investigated the feasibility of Harter's multidomain perceived self-competence scales with children evidencing severe behavior disorders. Subjects were 46 children in a psychoeducational day treatment program. The younger group (n=29), ages 5--7 years, was administered Harter's Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. The older group (g=17), ages 8--9 years, was administered Harter's Self-Perception Profile for Children. Additionally, the children rated their peers on a peer rating scale, and their teachers rated the children's competence using Harter's teacher rating scales. The resulting pattern of correlations among self-, teachers', and peers' ratings, and ttests comparing self- and; teachers' ratings, were generally in accord with Harter's findings with nonclinical populations. Implications for further research on behaviorally disordered youngsters' competence are considered.

Subject

Psychology

Discipline

Psychology

Document Type

article

DCMI Type

Text

Extent

12 leaves

Language

English

Call Number

BF1 .M63 v. 1 no. 2 1993

Rights

http://rightsstatements.org/vocab/InC/1.0/

Recommended Citation

Stewart, Anna Marie and Glenwick, David S. (1993) "The relationship amond self-, teachers', and peers' perceptions of competence for children with severe behavior disorders," Modern Psychological Studies: Vol. 1: No. 2, Article 7.
Available at: https://scholar.utc.edu/mps/vol1/iss2/7