Perceived Competence Scale for Children

By S. Harter. 2011

923 citations recorded by the source corpus.

Subfields: Education, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/154e4b620dc7bb4e6ae5287ec9ea9b7a5e54fa2c

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Citations in the corpus

Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12 (2010, background): “To protect their more general sense of self-worth, children may then begin to reduce the value that they place on tasks associated with failure (Covington, 1992, 1998; Eccles et al., 1998; Harter, 1982).”
Noncognitive Skills in the Classroom: New Perspectives on Educational Research (2010, neutral): “Children’s coping in social situations.”
The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance (2014, background): “Concepts closely similar to these are perceived competence (Harter, 1982) and selfconcept of ability (e.g. Nurmi & Aunola, 2005).”
Regulating the interpersonal self: strategic self-regulation for coping with rejection sensitivity. (2000, positive): “Self-worth was assessed with the Perceived Competence Scale for Children (Harter, 1982).”
Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self- worth strivings (2009, methodology): “We administered Harter’s (1982) measure of perceived competence (e.”
Age differences in future orientation and delay discounting. (2009, methodology): “Following a format initially developed by Harter (1982) to minimize socially desirable responding, the measure presents respondents with a series of 10 pairs of statements separated by the word BUT and asks them to choose the statement that is the best descriptor.”
The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance. (2013, methodology): “Children were in a control condition or in one of three experimental conditions, in which they used Math Garden for six weeks.”
Emerging Identities: Narrative and Self from Early Childhood to Early Adolescence (2010, methodology): “Participants also completed the global self-worth scale from Harter’s (1982) Self-Perception Profile, and at the end of the study, the researcher administered the Peabody Picture Vocabulary Test, III-B (Dunn & Dunn, 1997) to measure differences in adolescents’ verbal abilities.”
Student Voice in Elementary School Reform (2012, background): “In research with children, foundational studies stemmed from three domains of children’s perceived competence or efficacy: cognitive, social and physical (Harter, 1982), and later ‘‘general selfworth.”
Correlates of parental control and autonomy support in an interdependent culture: A look at Ghana (2013, positive): “Children, in contrast, hold the least power, and though appreciated, are expected to perform their duties without objecting.”
Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students (2018, background): “To assess students’ cognitive competence, which is the extent to which students believed they were good at school, students completed the perceived school cognitive competence scale (7 items, a D .51; Harter, 1982).”
The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, background): “The main theoretical approaches concerning self-perceptions are self-concept of ability (Harter, 1982; Marsh & Shavelson, 1985; O’Mara et al., 2006; Valentine et al., 2004) and self-efficacy (Bandura, 1977; Bandura, 2001).”
When Academic Achievement Is an Obligation (2014, background): “…is consistently found in spite of their lower subjective well-being and self-perceived competence than that of their American and non–Asian American counterparts (Eaton & Dembo, 1997; Harter, 1982; Lee, Uttal, & Chen, 1995; Oishi & Sullivan, 2005; Stevenson & Stigler, 1992; Whang & Hancock, 1994).”
An Investigation of Students’ Personality Traits and Attitudes toward Science (2011, methodology): “Hong and H.-s. Lin Development and Validation of Instrument School Student Questionnaire (SSQ). All participants completed a 74-item investigator-developed questionnaire. The SSQ includes demographic items as well as two separate scales. The three-item demographic section of the SSQ elicits responde”
Identity Negotiation at Work (2009, positive): “Finally, people's need for feelings of agency (or competence, autonomy, self-efficacy, self-determination; Bandura, 1986; Bowlby, 1988; Deci & Ryan, 1980; Franks & Marolla, 1976; Harter, 1982; Ryff, 1989; Tafarodi & Swann, 1995) will run particularly high in organizational settings.”
Parental Provision of Structure: Implementation and Correlates in Three Domains (2014, methodology): “This 12-item scale, adapted from the Self-perception Profile (Harter, 1982) for parent report, assesses parents’ perceptions of their children’s competence in three domains: academic, unsupervised time, and responsibilities.”
Positive Youth Development: A Measurement Framework for Sport (2012, background): “The physical competence subscale of Harter’s [21] Perceived Competence Scale for Children has been a popular choice for the measurement of perceived physical competence in youth sport [22-24].”