A model of children’s cognitive functioning and cognitive self-concepts
Spencer, Fiona H. & Bornholt, Laurel (2003) A model of children’s cognitive functioning and cognitive self-concepts. The Australian Journal of Learning Disabilities, 8(2), pp. 4-8.
This project proposes a ‘feed forward’ skill developmental model of cognitive assessment in relation to cognitive self-concepts for children over initial short intervals of time. Study 1 was a cross-sectional design with 5 to 11 year old children (N = 186). Study 2 was a longitudinal design with 5 to 8 year old children (N = 135). In one-to-one sessions, children completed the SYSTEMS School-Years Screening Test for the Evaluation of Mental Status (Ouvrier, Hendy, Bornholt & Black, 1999, 2000) and ASK-KIDS self-concepts inventory (Bornholt, 1996) extended to cognitive activities (Black, 2001, Black & Bornholt, 2000). Study 1 showed that children’s self-concepts and test scores were unrelated. Study 2 confirmed that performance and self concepts are separate aspects, and showed that over initial brief intervals of time cognitive assessments feed forward to subsequent self-concepts. Findings have implications for assessment and early interventions in clinical and educational settings.
Children’s self-concepts seem under researched in relation to the cognitive activities that are commonly used in assessment situations by school counsellors, psychologists, neurologists and other professionals who work with children to support their learning (Bornholt, Black, Ouvrier & Hendy, 1999; Stankov & Crawford, 1997). Understanding children’s cognitive development is regarded as somewhat incomplete unless we also understand children’s self concepts about cognitive activities (Bjorklund, 1995). This project therefore examined the relation between children’s performance and their self concepts about standard cognitive assessments. The main issue is whether children’s performance and self concepts are associated, and how these links develop over time.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Keywords:||cognitive assessment, self, concepts, children, cognitive functioning|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Educational Psychology (170103)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2003 Learning Difficulties Australia|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher: This journal is available online.|
|Deposited On:||31 Mar 2005|
|Last Modified:||10 Aug 2011 23:18|
Repository Staff Only: item control page