Self-perceptions of socioeconomically disadvantaged children in elementary school
Kroncke, Anna P.
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Self-perceptions of socioeconomically disadvantaged children in school were examined in a large sample of elementary school students. Factor Analysis revealed three constructs of student self-report. Varimax rotation identified four factors of interest, two of which combine to form the construct, motivational support in the classroom. Each factor was considered individually and items with the highest factor loadings were selected to assess the construct. Student ratings of school satisfaction, motivational support in the classroom, and academic competence were then examined as predictors of academic outcomes. Hierarchical multiple regression analyses revealed that when compared to teacher ratings of student behavior, student self-report ratings accounted for a significant proportion of the variance in SAT 9 Battery Total scores. Student’s perceptions of academic competence proved to be a particularly strong predictor of test scores. These results provide particular support for the use of student self-report in understanding the academic experience of elementary aged children. In future research, perceived academic competence should be further explored as a construct predicting academic outcomes in young school children. By asking children about their academic experiences, educators may be able to take steps to stop the vicious cycle of school failure and poverty.