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Gender and grade differences in upper elementary school children’s descriptive and evaluative self-statements and self-esteem

Burnett, Paul C. (1996) Gender and grade differences in upper elementary school children’s descriptive and evaluative self-statements and self-esteem. School Psychology International, 17(2), pp. 159-170.

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Abstract

Gender and developmental differences in self-description, self-evaluation and self-esteem were investigated using 957 elementary school children in grades 3 to 7. Gender differences were found for six of the seven descriptive statements and for five of the seven evaluative statements. The major gender stereotypical findings from previous studies were replicated. Boys reported higher scores than girls on descriptive and evaluative statements about their physical abilities and mathematics, while girls reported higher scores on descriptive and evaluative statements about reading. Declines over time were noted for all self-evaluations except having good relations with peers and for global self-esteem, providing some support for the notion that the decline in self-concepts and self-esteem may be attributed to the children's perceptions of themselves becoming more accurate and less egocentric in line with their cognitive capacity to integrate external feedback realistically.

Impact and interest:

10 citations in Web of Science®
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ID Code: 27875
Item Type: Journal Article
Additional URLs:
Keywords: Gender, Self-concept, Self-esteem, Children
DOI: 10.1177/0143034396172005
ISSN: 0143-0343
Subjects: Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100)
Divisions: Current > QUT Faculties and Divisions > Division of Research and Commercialisation
Copyright Owner: Copyright 1996 SAGE Publications
Deposited On: 12 Oct 2009 11:21
Last Modified: 12 Oct 2009 11:21

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