Abstract
The aims of this three-year longitudinal study were to examine 1) the concurrent development of different components of the self-system; 2) how the development of this self-system relates to cognitive and metacognitive development in reading; and 3) whether or not there are gender differences both in the development of the self-system as well as in its relation to the development of reading. One hundred and seventy-eight elementary school children were first assessed in the fourth grade and then again in each of the two following years. A similar pattern of intercorrelations between self-system components was evident for boys and girls, and this pattern was quite stable across the three school grades. In addition, similar patterns of moderate relations between the self-system and cognitive and metacognitive development in reading were observed across time. According to these findings, there appears to be some stability, consistency and coherence in how late elementary school children’s beliefs about themselves as learners are organized in their self-system. It is also evident that children of this age are able to make valid self-appraisals of their capabilities.
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