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.

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ID Code: 937
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: cognitive assessment, self, concepts, children, cognitive functioning
ISSN: 1324-8928
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 00:00
Last Modified: 10 Aug 2011 13:18

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