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      Surviving the Junior High School Transition Family Processes and Self-Perceptions as Protective and Risk Factors

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      The Journal of Early Adolescence
      SAGE Publications

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          Parent styles associated with children's self-regulation and competence in school.

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            Age and gender differences in children's self- and task perceptions during elementary school.

            We examined the development of children's self- and task perceptions during the elementary school years. 865 first-, second,- and fourth-grade children (ages 7-10) completed questionnaires assessing their perceptions of competence in, and valuing of, activities in several activity domains (math, reading, sports, and instrumental music). Factor analyses showed that even the first graders had differentiated self-beliefs for the various activities. These analyses also indicated that children's competence beliefs and subjective task values formed distinct factors. Analyses assessing age and gender differences in children's beliefs showed that for all the activities except sports, younger children's (particularly the first graders) perceptions of competence and subjective task values were more positive than the beliefs of the older children. Boys had more positive competence beliefs and values than did girls for sport activities, and more positive competence beliefs for mathematics. Girls had more positive competence beliefs and values than did boys for reading and music activities.
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              Coping with stress during childhood and adolescence.

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                Author and article information

                Journal
                The Journal of Early Adolescence
                The Journal of Early Adolescence
                SAGE Publications
                0272-4316
                1552-5449
                July 26 2016
                July 26 2016
                : 14
                : 2
                : 162-199
                Article
                10.1177/027243169401400205
                1efd2392-afdc-48e0-9d22-00fdf85dc34a
                © 2016
                History

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