Abstract
Significant theoretical and research efforts have addressed children's self-perceptions. However, questions remain about the factors that affect variability in self-perceptions both between children and across development. The present study examined social self-perceptions and self-perception accuracy as defined by concordance between self and peer report of positive and negative social behaviors. Accuracy was examined as a function of grade level (grades 2–8) and gender within a broad sample (n = 1883). Younger children reported more positive self-perceptions, but concordance with peers was stronger at higher grade levels. Although boys and girls differed in their self-perceptions, concordance did not vary as a function of gender or whether the peer reference group was composed of same- or opposite-gender peers.
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