Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inn/enNiepel, Christoph; Brunner, Martin; Preckel, Franzis
TitelThe longitudinal interplay of students' academic self-concepts and achievements within and across domains: Replicating and extending the reciprocal internal/external frame of reference model.
QuelleIn: The journal of educational psychology, 106 (2014) 4, S. 1170-1191Infoseite zur Zeitschrift
PDF als Volltext  Link als defekt meldenVerfügbarkeit 
Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0022-0663; 1939-2176
DOI10.1037/a0036307
SchlagwörterPädagogische Psychologie; Selbstkonzept; Begabung; Sprachfertigkeit; Englisch als Zweitsprache; Englischunterricht; Mathematik; Muttersprachlicher Unterricht; Leistung; Modell
AbstractStudents' cognitive and motivational profiles have a large impact on their academic careers. The development of such profiles can partly be explained by the reciprocal internal/external frame of reference model (RI/E model). The RI/E model predicts positive and negative longitudinal effects between academic self-concepts and achievements within and across 2 academic domains (i.e., the mathematics and verbal domains). In the present study, the RI/E model was replicated in 2 samples and extended it by simultaneously investigating the longitudinal associations of academic self-concepts and achievements in 3 academic domains (i.e., mathematics, German as a native language, English as a foreign language). Specifically, 2 domains were examined across 4 measurement occasions in 2 independent student samples who were in Grades 5-8 (Study 1: N = 1,529) or Grades 5-7 (Study 2: N = 639). The 3rd study examined a subsample of the 2nd sample (N = 465) in 3 domains. Results demonstrated support for the RI/E model for 2 as well as 3 academic domains. Results revealed positive reciprocal effects of academic self-concepts and achievements within a domain, positive reciprocal effects between achievements across domains, negative effects of achievements on subsequent cross-domain self-concepts, negative effects of academic self-concepts on subsequent cross-domain achievements, and some support for negative effects of academic self-concepts on subsequent cross-domain self-concepts. Furthermore, RI/E model effects were of comparable size across time. To conclude, the RI/E model provides significant insights into the development of distinct motivational and cognitive profiles and, thus, of becoming either a math or verbal person. Implications for research and educational practice are discussed. (ZPID).
Erfasst vonLeibniz-Institut für Psychologie, Trier
Update2015/4
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "The journal of educational psychology" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)

Teile diese Seite: