| Abstract: | The validity for a domain-specific model of self-perceived peer and school competence was examined in a sample of young Black adolescents of lower socioeconomic status. Three methods were used to gauge peer and school competence: self-ratings, via the Perceived Social Competence Scale for Children; peer-ratings, based on nominations; and objective criteria, such as grade point average, achievement test scores, and number of reciprocated friendship choices. More generally defined measures of social competence (i.e., perceived general competence and the Social Competence Nomination Form) were included in some analyses for purposes of comparison. Correlations within and between competence domains were examined via both a multitrait-multimethod matrix and factor analysis. Findings supported the distinctness of perceived peer and school competence domains, providing support for a domain-specific model of self-concept. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
