No abstract

A new pictorial scale of perceived competence and social acceptance for young children, a downward extension of the Perceived Competence Scale for Children, is described. There are 2 versions of this instrument, 1 for preschoolers and kindergartners and a second for first and second graders, each tapping 4 domains: cognitive competence, physical competence, peer acceptance, and maternal acceptance. Factor analyses reveal a 2-factor solution. The first factor, general competence, is defined by the cognitive and physical competence subscales. The second factor, social acceptance, comprises the peer and maternal acceptance subscales. The psychometric properties were found to be acceptable. Weak correlations between children's and teachers' judgments are discussed in terms of the young child's tendency to confuse the wish to be competent or accepted with reality. It is urged that this instrument not be viewed as a general self-concept scale but be treated as a measure of 2 separate constructs, perceived competence and social acceptance.

A new pictorial scale of perceived competence and social acceptance for young children, a downward extension of the Perceived Competence Scale for Children, is described. There are 2 versions of this instrument, 1 for preschoolers and kindergartners and a second for first and second graders, each tapping 4 domains: cognitive competence, physical competence, peer acceptance, and maternal acceptance. Factor analyses reveal a 2-factor solution. The first factor, general competence, is defined by the cognitive and physical competence subscales. The second factor, social acceptance, comprises the peer and maternal acceptance subscales. The psychometric properties were found to be acceptable. Weak correlations between children's and teachers' judgments are discussed in terms of the young child's tendency to confuse the wish to be competent or accepted with reality. It is urged that this instrument not be viewed as a general self-concept scale but be treated as a measure of 2 separate constructs, perceived competence and social acceptance.

No abstract

Stage-discharge rating curves are used to produce most of the world’s discharge data. The shape of these curves is dependent on the shape of the channel that controls flow. Changes in rating curves occur over time in response to transitory (e.g., vegetation, ice, debris) or persistent (e.g., aggradation/degradation) changes of the rated channel. Errors in rating curve development can result from the mischaracterization of the shape of the curve at a given time, or the misidentification of patterns of change over time. While data-driven methods for rating curve calibration are desirable, conventional statistical regression techniques, unfortunately, require far more data points to fully characterize the patterns of change in the curve shapes than are commonly available. This article discusses the benefits of field observations of the stream channel in support of rating curve development. The mathematical form of the rating curve can be inferred from observations of natural channel control features that link to principles of flow. In this article, the theoretical components of the rating curve equation are discussed with emphasis on how field observations can be used to groundtruth calibrated values for the coefficient, offset, and exponent for each segment of a stage-discharge rating curve. The article also explains how conceptual models developed by the hydrographer add value to the calibration process.