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Perceived Competence and Social Acceptance in Kindergarten: Its Relationship to Academic Performance
Journal article   Peer reviewed

Perceived Competence and Social Acceptance in Kindergarten: Its Relationship to Academic Performance

Dominic F. Gullo and Richard P. Ambrose
The Journal of educational research (Washington, D.C.), v 81(1)
01 Sep 1987
DOI: https://doi.org/10.1080/00220671.1987.10885793
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

This study determined the relationship among children's perceptions of their competence, teachers' perceptions of the children's competence, and the children's academic performance. Thirty kindergarten children were asked to rate their cognitive and physical competence as well as their perceptions of peer acceptance. Teachers rated the children on the same variables. The Metropolitan Readiness Test (MRT) was given to each child as an objective measure of academic performance. Findings revealed significant, positive correlations between the teachers' ratings of cognitive and physical competence and the MRT measures. There were also significant negative correlations between the child's rating of perceptions of peer acceptance and the MRT variables as well as the teacher's ratings of the child's cognitive competence. The results confirmed earlier findings that kindergarten children are not very good predictors of their own academic competence. The findings are discussed both from a cognitive as well as a social experience perspective.

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9 citations in Web of Science
12 citations in Scopus

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#4 Quality Education

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Collaboration types
Domestic collaboration
Web of Science research areas
Education & Educational Research
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