Teachers' and boys' and girls' perceptions of competence in the primary school: the importance of physical competence.

Research into the role of teachers in maintaining self-concepts which reflect gender stereotypes has been hampered by the lack of parallel multidimensional instruments. The development of the Teachers' Rating Scale of the Child's Competence (TRSCC) and the Perceived Competence Scale for Children (PCSC) (Harter, 1982) answers this problem. Thirty-six boys and 38 girls of mean ages 10 years 8 months (SD = 3.6 months) and 10 years 9 months (SD = 3.3 months) respectively completed the PCSC while their teachers (N = 12) completed the TRSCC. It was found that: (1) teachers' mean ratings of boys' competence did not significantly differ from their ratings of girls' competence; (2) teachers' ratings demonstrated significant differences between boys and girls in the pattern of interrelationships of the domains of competence; (3) teachers' perceptions and pupils' self-perceptions in the patterns of interrelationships amongst the domains of competence showed similar patterns for teachers and boys, and almost similar patterns for teachers and girls; (4) teachers were more important for girls' self-perceived competence than for boys' self-perceived competence; (5) both teachers and pupils use perceived physical competence as a construct associated with significantly differentiating between boys and girls in other domains of competence. These findings have pedagogical implications for the treatment of girls.

Post-primary school pupil's interest in physical education: age and gender differences.

Interest in Physical Education (PE) was studied in 3,344 11 to 18 year-old school children. Five aspects of educational importance (PE connotation, PE status, PE teacher, PE curriculum, and adolescent disturbances in relation to the PE lesson) were identified, and examined in relation to pupils' interest. For the younger age groups girls' interest in PE was significantly higher than that of the boys, while after the age of 14 the reverse was the case. The status of PE as a school subject was found to be the most important variable for interest in PE. The contribution of the PE teacher to pupils' level of interest was the least important of the factors examined. The results are discussed in terms of the differing importance for boys and girls of sport in social status systems for peer popularity. Suggestions for changes to PE lessons are offered.

The effect of life domains on girls' possible selves.

Adopting a framework of "possible selves," this paper examines the relative importance of life domains by exploring the suggestion that women's work orientation can be identified as careerist, adaptive or home-centered, and that the choices women make about employment are made relatively early (Hakim, 1991). Sixth-form grammar school girls (N = 240) taking advanced level subjects were categorized as careerist or noncareerist, and differences between the two groups in terms of attainment, subject choice, attitudes toward career and family, interests and confidence in traditional and nontraditional occupations, and psychological variables such as general self-efficacy, sex-role orientation, person/object orientation, scholastic competence, autonomy, and self-worth were examined. It is suggested that work orientation and the importance of life domains may be useful factors to consider in girls' possible selves and may add to the wide-ranging debate as to why girls are underrepresented in the higher status, higher earning occupations.

Are fathers' views important?

A survey by health visitors of the behaviour of children between the ages of three and eight revealed that mothers consistently rate children's behaviour as significantly more problematic and more intense than fathers do. Both mothers and fathers viewed the behaviour of boys as more difficult than girls. Pamela Mack, Karen Trew discuss the value of using a behaviour checklist as one aide in the assessment of childhood behaviour problems, with particular emphasis on the importance of involving fathers.

Mental illness in Northern Ireland. A comparison with Scotland and England.

First and all admissions to psychiatric hospitals and units during 1981 were obtained from the DHSS in England, Scotland and Northern Ireland. Age and sex standardized rates were calculated for each country. Possible reasons for observed rate differences are discussed. Whilst overall high rates of admissions in Northern Ireland are most likely attributable to provision and use of beds, these factors may not entirely account for high rates of admissions for neurotic disorder, particularly among males.

Children's perceptions of negative events in Northern Ireland: a ten year study.

This study examines changes in Northern Irish children's perceptions of negative events over ten years. Ten year old children's perceptions of potentially distressing situations were obtained from two groups of children in 1983 and 1994 using a 25 item self-report measure. The children's perceptions of the events are contrasted across time and also comparisons between socioeconomic and religious groups are made. The comparison shows that the children's perceptions of the events remains relatively constant across time, with certain events being consistently viewed as the most stressful and least stressful across time and between groups. Comparison of religious and socioeconomic groups suggests that working class and Roman Catholic children in Northern Ireland frequently rate negative events as more stressful than others in their cohort.