Task‐Oriented Versus Other‐Referenced Competition: Differential Implications for Children's Peer Relations¹

Abstract

We conceptualized a multidimensional construct of competitiveness among children. In our model, competing in order to achieve task mastery is distinct from competition motivated by social comparison. Competition is further differentiated by domain, with a distinction between the physical and cognitive domains. Peer‐ and self‐report measures were developed to measure these dimensions. In general, these factors emerged as well‐defined and as having somewhat different implications for peer relations. There was little concordance between the peer‐nomination and self‐report data. The peer nominations indicated that task‐oriented competition was generally associated with acceptance and prosocial behavior, whereas other‐directed competition was generally associated with being liked less and being seen as aggressive. There was little corroboration of these links in the analyses based on the self‐report data.

A New Tool to Explore Children’s Social Competencies: The Preschool Competition Questionnaire

“…Our study confirms the existence in preschoolers of two dimensions of competition previously observed in eight-and nineyear-olds [6] and in university students [1,4]. The two dimensions, which correspond roughly to other-referenced competition and task-oriented competition, are independent of one another in preschoolers, as they are in adults [1,3], although Tassi and Schneider [5] have obtained significant positive correlation between the two dimensions (in physical as much as in cognitive domains) for eight-and nineyear-olds. Moreover, our questionnaire assesses "dominance hierarchy maintenance, " a third dimension of competition in preschoolers that relates to child social status.…”

“…Like Tassi and Schneider's findings [5] involving schoolaged children, our research revealed a positive relation between task-oriented competition and prosocial behaviors, as well as a positive relation between other-referenced competition and aggressiveness in preschool-aged children. Whereas Tassi and Schneider assessed the two dimensions by means of peer nominations, we have assessed them through the intermediary of the childcare teachers.…”

“…Tassi and Schneider's [5] study has shown that eight-and nine-year-old boys engage in more otherreferenced competition (both physical and cognitive) and more task-oriented competition (physical only) than girls. Moreover, longitudinal studies have shown that, between the ages of 4 and 11, boys are more likely than girls to use physical aggression, while girls are more likely than boys to engage in relational aggression [50].…”

“…The emphasis is on self-discovery and self-improvement, and not on comparison with others [4]. Two distinct dimensions have also been observed in eight-and nine-year-olds with respect to both academics and athletics [5]. Whereas other-referenced competition is fuelled by the desire to prove oneself superior to others, task-oriented competition is undertaken with the aim of measuring one's own performance against that of others in order to improve oneself [6].…”

constructive competition in preschool

“…While they are doing so, they can very well compete for the role of the "best collaborator or the best contributor." Good friendship also includes competition, though conditions for constructive competition to develop are the goal of competition as task-oriented and the view of the competitor is peer oriented (Tassi & Schneider, 1997;Carnevale & Probst, 1997). Fülöp, (2002) believes that, in short-term group tasks, everybody cooperates, but that, in real life, much more complicated learning situations arise.…”