Children tend to overestimate their performance on a variety of tasks and activities. The present meta-analysis examines the specificity of this phenomenon across age, tasks, and more than five decades of historical time (1968-2021). Self-overestimation was operationalized as the ratio between children's prospective self-estimates of task…

This study examined children's self-assessment of their prosociality, relative to average peers, in situations where the recipient is described as "needy" versus "not needy" (at a school of average socioeconomic level in south Israel; N = 158; aged 6-12 years; 51% males, December-May 2021). The results show that older children…

Dimensional comparisons (i.e., comparing own performances across domains) may drive an increasing differentiation in students' math and verbal self-concepts over time, but little longitudinal research has directly tested this assumption. Using cross-sequential data spanning Grades 1-12 (N = 1069, ages 6-18, 92% White, 2% Black, 51% female,…

This study explored developmental and individual differences in intellectual humility (IH) among 127 children ages 6-8. IH was operationalized as children's assessment of their knowledge and willingness to delegate scientific questions to experts. Children completed measures of IH, theory of mind, motivational framework, and intelligence, and…

This study examined the bidirectional development of aggressive response evaluation and decision (RED) and antisocial behavior across five time points in adolescence. Participants (n = 522) were asked to imagine themselves behaving aggressively while viewing videotaped ambiguous provocations and answered a set of RED questions following each…

Classic theories of self-development suggest people define themselves in part through internalized perceptions of other people's beliefs about them, known as reflected self-appraisals. This study uses functional magnetic resonance imaging to compare the neural correlates of direct and reflected self-appraisals in adolescence (N = 12, ages 11-14…

Explores age and classroom differences in children's awareness of teacher expectations and in the relation between awareness and self-expectations. (PCB)

Academically competent third-graders and their parents were studied to (1) determine whether the illusion of incompetence documented in fifth graders appears in younger children; and (2) examine the influence that parents exert on their children's development of self-perceptions of academic competence. (PCB)

A total of 80 Israeli 5, 7, and 10 year olds working in either a match-the-standard or a competitive condition copied a drawing and then evaluated their copies. Competing 5 year olds overestimated the quality of their copies. With age, self-assessments became less positive and better correlated with adult judgments. (RH)

Investigated the role of memory development, especially the developmental change in reported general and specific memories, in children's and adults' concepts of themselves. The proportion of general responses was found to be high and stable across all ages; the proportion of specific responses increased with age. (PCB)

Examines whether task structures, grading practices, and grouping patterns influence the achievement standards that upper-elementary students use in reaching a positive evaluation of their ability. (PCB)

Examines the relationship between self-evaluation and social comparison in adolescent males during their last two years of high school. The question is empirically examined in two realms that capture primary features of the adolescent transition: physical transformation and social role reorganization. (Author/RH)

Three self-report methods for rating secondary sexual characteristic growth were compared to physician ratings; the accuracy of self-reported height and weight was also assessed. The usefulness of the Pubertal Development Scale, Tanner ratings, and self-reported height and weight as adequate estimates of pubertal development is discussed. (PCB)

The purpose of this study was to elucidate the psychological concomitants of discrepancies between fourth- to sixth-grade children's perceptions of academic competence and two measures of their competence (teacher ratings and achievement test scores). (PCB)

This study examined individual differences in 4-year-old children's expression of the self-conscious emotions of embarrassment and shame and their relation to differences in cortisol response to stress. Results indicated the presence of two different types of embarrassment--one that reflected negative evaluation of the self, and the other a…