Abstract
A peer-nomination assessment of 5 domains of children's competencies (scholastic competence, social acceptance, athletic competence, physical attractiveness, and behavioral conduct) was administered to 1,249 elementary school students. Factor analysis revealed 2 positive factors and 2 negative factors. The negative factors differed notably in content from girls to boys. Evidence of convergent validity was derived from the regression of these factors onto teachers'ratings and children's self-reports. Evidence of construct validity emerged from regressions between these factors and self-reported depression, hopelessness, loneliness, and misbehavior. Results revealed the structure of peers'perceptions of children's competence and justified the use of the Peer Nomination of Multiple Competencies to complement self-report, teacher rating, standardized test, and behavioral observation measures of children's competence
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