ABSTRACT
Many theorists emphasize the importance of a sense of competence for effective personal functioning (Adler, 1912; Allport, 1961; deCharms, 1968; Deci, 1980; Smith, 1969; White, 1973). According to Allport (1961 ), for example, "It would be wrong to say that a need for competence is the simple and sovereign motive of life. It does, however, come as close as any ... " (p. 214). Most empirical research on self-concept and self-esteem also embodies a belief in the significance of a positive appraisal of one's competence (Shrauger, 1975). We concur with this view, but in this chapter we show that there are age, situational, and individual differences in the way ability is inferred and conceived. For example, two individuals could gain similar scores on a measure of perceived ability, but have used different rules of inference to have formed this evaluation. They could also conceive of ability in different ways. That is to say, if we could get them to define what they mean by ability, they could give different definitions. Further, we show that these differences have significant consequences for affective or evaluative responses and for overt behavior.
