Gender and contextual variations in self-perceived cognitive competence
School performance and cognitive competence can be conceptualized as social and relational constructs. Thus, we expect their association to vary as a function of other socially-embedded variables which have proven meaningful in the academic domain. The present study takes a critical theory approach...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-11-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.919870/full |
| _version_ | 1798045193390260224 |
|---|---|
| author | Olivia Kuzyk Alice Gendron Luz Stella Lopez William M. Bukowski |
| author_facet | Olivia Kuzyk Alice Gendron Luz Stella Lopez William M. Bukowski |
| author_sort | Olivia Kuzyk |
| collection | DOAJ |
| description | School performance and cognitive competence can be conceptualized as social and relational constructs. Thus, we expect their association to vary as a function of other socially-embedded variables which have proven meaningful in the academic domain. The present study takes a critical theory approach to assess gender-related and contextual variability in the association between peer-assessed school performance and self-perceived cognitive competence. The sample consisted of 719 preadolescents (M age = 9.5 years, range = 9 to 12.5 years) living in lower- and upper-middle-class neighborhoods in Montreal, Canada and Barranquilla, Columbia. Multigroup comparisons revealed that (a) peer-assessed school competence was more strongly associated with self-perceived cognitive competence for upper-middle-class than lower-middle-class participants from Barranquilla, whereas the opposite pattern was observed with Montreal participants, and (b) that the association between communal orientation and self-perceived cognitive competence was stronger for girls than for boys across the sample, especially in the upper-middle-class school in Montreal. These findings highlight the nuanced degree of gender differences in preadolescents’ perceived academic competence and emphasize the role of SES in shaping self-perceptions. |
| first_indexed | 2024-04-11T23:16:44Z |
| format | Article |
| id | doaj.art-8caf490d7a3243038c21e9c427952a9e |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-11T23:16:44Z |
| publishDate | 2022-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8caf490d7a3243038c21e9c427952a9e2022-12-22T03:57:36ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-11-011310.3389/fpsyg.2022.919870919870Gender and contextual variations in self-perceived cognitive competenceOlivia Kuzyk0Alice Gendron1Luz Stella Lopez2William M. Bukowski3Department of Psychology, Concordia University, Montréal, QC, CanadaDepartment of Psychology, Concordia University, Montréal, QC, CanadaDepartment of Education, Universidad del Norte, Barranquilla, ColombiaDepartment of Psychology, Concordia University, Montréal, QC, CanadaSchool performance and cognitive competence can be conceptualized as social and relational constructs. Thus, we expect their association to vary as a function of other socially-embedded variables which have proven meaningful in the academic domain. The present study takes a critical theory approach to assess gender-related and contextual variability in the association between peer-assessed school performance and self-perceived cognitive competence. The sample consisted of 719 preadolescents (M age = 9.5 years, range = 9 to 12.5 years) living in lower- and upper-middle-class neighborhoods in Montreal, Canada and Barranquilla, Columbia. Multigroup comparisons revealed that (a) peer-assessed school competence was more strongly associated with self-perceived cognitive competence for upper-middle-class than lower-middle-class participants from Barranquilla, whereas the opposite pattern was observed with Montreal participants, and (b) that the association between communal orientation and self-perceived cognitive competence was stronger for girls than for boys across the sample, especially in the upper-middle-class school in Montreal. These findings highlight the nuanced degree of gender differences in preadolescents’ perceived academic competence and emphasize the role of SES in shaping self-perceptions.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.919870/fullcognitive competencegenderchildhoodculturesocioeconomic factors |
| spellingShingle | Olivia Kuzyk Alice Gendron Luz Stella Lopez William M. Bukowski Gender and contextual variations in self-perceived cognitive competence Frontiers in Psychology cognitive competence gender childhood culture socioeconomic factors |
| title | Gender and contextual variations in self-perceived cognitive competence |
| title_full | Gender and contextual variations in self-perceived cognitive competence |
| title_fullStr | Gender and contextual variations in self-perceived cognitive competence |
| title_full_unstemmed | Gender and contextual variations in self-perceived cognitive competence |
| title_short | Gender and contextual variations in self-perceived cognitive competence |
| title_sort | gender and contextual variations in self perceived cognitive competence |
| topic | cognitive competence gender childhood culture socioeconomic factors |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.919870/full |
| work_keys_str_mv | AT oliviakuzyk genderandcontextualvariationsinselfperceivedcognitivecompetence AT alicegendron genderandcontextualvariationsinselfperceivedcognitivecompetence AT luzstellalopez genderandcontextualvariationsinselfperceivedcognitivecompetence AT williammbukowski genderandcontextualvariationsinselfperceivedcognitivecompetence |