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The Impact of Significant Others' Actual Appraisals on Children's Self-Perceptions: What about Cooley's Assumption for Children?

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Title: The Impact of Significant Others' Actual Appraisals on Children's Self-Perceptions: What about Cooley's Assumption for Children?
Language: English
Authors: Nurra, Cecile, Pansu, Pascal
Source: European Journal of Psychology of Education. 2009 24(2):247-262.
Availability: Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
Peer Reviewed: Y
Page Count: 16
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Children, Self Concept, Self Evaluation (Individuals), Parent Attitudes, Teacher Attitudes, Feedback (Response), Parent Child Relationship, Teacher Student Relationship, Elementary School Students, Hypothesis Testing, Foreign Countries
Geographic Terms: France
ISSN: 0256-2928
Abstract: The aim of this paper was to study the construction of children's self-perception relying on Cooley's hypothesis. More precisely, we were interested in the mediation effect of significant others' actual appraisal on self-perception by the perception of others' actual appraisal (i.e., reflected appraisal). First, we argued that this mediation effect would occur in the domains where children have feedback from significant others (here teacher or parents). Second, we took into account two measures of reflected appraisal: reflected appraisal assessed in a classic fashion and appraisal social support assessed with Harter's scale (1985b). We argued that reflected appraisal assessed in a classic fashion would be a better mediator of the effect of actual appraisal on self-perception by reflected appraisal in comparison to appraisal social support. In order to test these hypotheses, we conducted a study with 126 children (age 8-9), 106 parents and six teachers. The results, taken as a whole, support these hypotheses. (Contains 2 figures, 2 tables and 3 notes.)
Abstractor: As Provided
Number of References: 39
Entry Date: 2009
Access URL: https://www.ispa.pt/ejpe/default.asp
Accession Number: EJ843197
Database: ERIC
FullText Links:
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  Data: The Impact of Significant Others' Actual Appraisals on Children's Self-Perceptions: What about Cooley's Assumption for Children?
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  Data: <searchLink fieldCode="AR" term="%22Nurra%2C+Cecile%22">Nurra, Cecile</searchLink><br /><searchLink fieldCode="AR" term="%22Pansu%2C+Pascal%22">Pansu, Pascal</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. 2009 24(2):247-262.
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  Data: Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
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  Data: The aim of this paper was to study the construction of children's self-perception relying on Cooley's hypothesis. More precisely, we were interested in the mediation effect of significant others' actual appraisal on self-perception by the perception of others' actual appraisal (i.e., reflected appraisal). First, we argued that this mediation effect would occur in the domains where children have feedback from significant others (here teacher or parents). Second, we took into account two measures of reflected appraisal: reflected appraisal assessed in a classic fashion and appraisal social support assessed with Harter's scale (1985b). We argued that reflected appraisal assessed in a classic fashion would be a better mediator of the effect of actual appraisal on self-perception by reflected appraisal in comparison to appraisal social support. In order to test these hypotheses, we conducted a study with 126 children (age 8-9), 106 parents and six teachers. The results, taken as a whole, support these hypotheses. (Contains 2 figures, 2 tables and 3 notes.)
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        StartPage: 247
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      – SubjectFull: Children
        Type: general
      – SubjectFull: Self Concept
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      – SubjectFull: Self Evaluation (Individuals)
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Hypothesis Testing
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