Reading, Writing, and Math Self-Concept in Elementary School Children: Influence of Dimensional Comparison Processes

Autor/inn/en	Ehm, Jan-Henning; Lindberg, Sven; Hasselhorn, Marcus
Titel	Reading, Writing, and Math Self-Concept in Elementary School Children: Influence of Dimensional Comparison Processes
Quelle	In: European Journal of Psychology of Education, 29 (2014) 2, S.277-294 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-013-0198-x
Schlagwörter	Reading Skills; Writing Skills; Mathematics Skills; Self Concept; Elementary School Students; Grade 1; Grade 2; Grade 3; Correlation; Influences; Verbal Ability; Age Differences; Academic Achievement + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Selbstkonzept; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Korrelation; Influence; Einfluss; Einflussfaktor; Mündliche Leistung; Age; Difference; Age difference; Altersunterschied; Schulleistung
Abstract	The internal/external (I/E) frame of reference model (Marsh, "Am Educ Res J" 23:129-149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of reading, writing, and math were related to corresponding and non-corresponding self-concept facets to determine the onset of dimensional contrast effects. School achievement and domain-specific academic self-concepts of 1,114 students from grades 1 to 3 were assessed. Negative paths were found for math achievement on reading self-concept and for reading achievement on math self-concept in the third grade. Math achievement was not associated negatively with writing self-concept. Positive influences were found within the verbal domain for writing achievement on reading self-concept from grade 1 onward. The results suggest a broad interpretation of the I/E model in which contrast as well as assimilation effects are possible. Factors influencing the dimensional comparison processes are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10