Self-representations of 1st-, 3rd-, and 5th-graders' social and academic competence were examined in relation to children's personal (grade/age); family (attachment to parents, marital conflict, anxiety related to conflict); and school (teacher appraisals) contexts. Children who reported higher levels of security of attachment to parents and lower levels of anxiety associated with parents' marital conflict represented themselves as more socially competent. For boys only, higher levels of parents' marital conflict were associated with more positive self-representations of social competence. Children who reported higher levels of security in attachment to parents also represented themselves as more academically competent; for girls only, higher levels of anxiety related to parents' conflict were associated with more negative representations of academic competence. Teachers' appraisals of children's competence were not associated with children's self-representations. (Contains 3 tables.)