Individualized teacher frame of reference and student self-concept within and between school subjects.

Autor/inn/en	Helm, Friederike; Wolff, Fabian; Möller, Jens; Zitzmann, Steffen; Marsh, Herbert W.; Dicke, Theresa
Titel	Individualized teacher frame of reference and student self-concept within and between school subjects. Gefälligkeitsübersetzung: Der individuelle Bezugsrahmen von Lehrerinnen und Lehrern und das Selbstkonzept der Schülerinnen und Schüler innerhalb und zwischen Schulfächern.
Quelle	In: The journal of educational psychology, 115 (2023) 2, S. 309-329Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000737
Schlagwörter	Forschungsergebnis; Selbstkonzept; Wahrnehmung; Lehrer; Lehrer-Schüler-Kommunikation; Schüler; Schülerleistung; Feedback; Deutsch; Mathematik; PISA (Programme for International Student Assessment)
Abstract	Perceived individualized teacher frame of reference (students' perception that teacher feedback considers students' effort and former achievements) assumingly positively affects academic self-concept, especially for low-performing students. Following Dimensional Comparison Theory, individualized teacher frame in one school subject might negatively affect self-concept in another subject. Using data of N = 34 771 students (PISA 2000 study) we examined relations between perceived individualized teacher frame of reference and self-concepts in the subjects German and mathematics. Perceived individualized teacher frame of reference positively related to self-concept in the corresponding subject and negatively to self-concept in the noncorresponding subject. Student achievement level moderated the positive relation within subjects (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1