Beliefs about one’s own abilities and perspective-taking are essential for appropriate behavior in professional and social life, cooperative learning, and situations were conflict is occurring. The social comparison theory and previous research suggested positive relations between school students’ beliefs about one’s own abilities and perspective-taking. The hypotheses were: (1) Beliefs about one’s own abilities and perspective-taking are positively related to each other after the transition to secondary school and (2) will fade thereafter. The hypotheses were tested using data from two national longitudinal studies. In Study 1, analyses were based on a sample consisting of the same N = 4428 students in fifth, seventh, and ninth grades. Beliefs about one’s own abilities and perspective-taking were analyzed by one structural equation model considering relevant covariates, namely gender, school achievement, ethnic background, school type, and socioeconomic status. In Study 2, the sample consisted of N = 2105 students who were assessed at the beginning, during, and at the end of fifth grade. Beliefs about one’s own abilities and perspective-taking were analyzed by the same structural equation model as in Study 1 including the same covariates and additional cognitive abilities. Results: Relations only existed from the first to the second measurement point in both studies. A possible explanation for the changed relationship over time is that the students adjusted to their peers, and likely learned to deal with diverse conflicting situations and to differentiate between academic, social or other abilities over the course of the school year. Perspective-taking items measure coordination between oneself and other people in social interactions and conflicting situations. In the future, such relations could be analyzed using domain-specific perspective-taking items.

中文翻译：

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随着时间的推移，学生对能力和观点采取的信念

在职业和社会生活，合作学习以及发生冲突的情况下，对自己的能力和观点看法的信念对于适当的行为至关重要。社会比较理论和先前的研究表明，学生对自己的能力的信念与观点采择之间存在正相关关系。假设是：（1）中学毕业后，关于自己的能力和观点的信念之间存在正相关关系；（2）之后，这些信念将逐渐消失。使用两项国家纵向研究的数据对假设进行了检验。在研究1中，分析是基于一个样本，该样本由5、7、9年级的N = 4428名相同的学生组成。通过一个结构方程模型，考虑了相关的协变量，即性别，学业，种族背景，学校类型和社会经济地位，分析了关于自己能力和观点采择的信念。在研究2中，样本由N = 2105名学生组成，他们在五年级的开始，阶段和结束时进行了评估。通过与研究1中相同的结构方程模型，分析了关于自己的能力和采取观点的信念，包括相同的协变量和其他认知能力。结果：两项研究仅从第一个测量点到第二个测量点存在关系。随时间变化的关系的一种可能解释是，学生适应了同龄人，并且可能学会了应对各种矛盾情况并区分学业，在整个学年中具有社交或其他能力。观点收集项目衡量在社交互动和冲突情况下人与人之间的协调。将来，可以使用特定领域的观点采择项目来分析这种关系。