Determinants of self-perceptions of ability in elementary school children

The determinants of school-related self-perceptions of ability in elementary school children were investigated along with possible changes in the pattern of these determinants over the elementary school years. Ability self-perceptions were assessed twice with an interval of six month in a sample of N = 313 second to fourth graders. Parent-rated child ability, pupils' intelligence, teacher-rated school achievement, and pupils' earlier ability self-perception were assessed as possible predictors of pupils' self-perceived ability. For the whole sample, pupils' earlier self-perceived ability and teacher-rated school achievement formed strong predictors of pupils' self-perceived school-related ability. However, separate regression analyses for each grade revealed that this pattern held true for third and fourth but not for second graders. Instead, parent-rated child ability was the strongest predictor of pupils' self-perceived ability in grade 2. Therefore, the relative importance of these determinants of ability self-perceptions seems to change over the course of elementary school.