Students' Own and Perceived Teacher Reference Norms: How Are They Interrelated and Linked to Academic Self-Concept?

Autor/inn/en	Lohbeck, Annette; Freund, Philipp Alexander
Titel	Students' Own and Perceived Teacher Reference Norms: How Are They Interrelated and Linked to Academic Self-Concept?
Quelle	In: Educational Psychology, 41 (2021) 5, S.640-657 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lohbeck, Annette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1746239
Schlagwörter	Norms; Self Concept; Mathematics Education; Regression (Statistics); Elementary School Students; Norm Referenced Tests; Student Attitudes; Teacher Attitudes; Foreign Countries; Mathematics Achievement; Factor Analysis; Germany + Suchen Sie Ihr Suchwort? Normwert; Selbstkonzept; Mathematische Bildung; Regression; Regressionsanalyse; Schülerverhalten; Lehrerverhalten; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Faktorenanalyse; Deutschland
Abstract	This study with 850 students examined the interrelations of students' own and perceived teacher reference norms in combination with estimating the relations of these constructs to self-concept in the domain of mathematics. All reference norms were positively interrelated. Regression models yielded different results across school tracks: In elementary school, both the individual and the social reference norm were positively related to self-concept on the student level. In mixed school tracks, social reference norm was positively related to self-concept, and there was an interaction effect between grades and social reference norm on the student level. In the highest school track, students' individual reference norm and perceived teacher social reference norm were positively related to self-concept on the student level. On the classroom level, students' perceived teacher social reference norm was negatively related to self-concept in mixed school tracks, but positively related to self-concept in the highest school track. Evidence for the big-fish-little-pond-effect was found across all school tracks. These results highlight the importance of considering different reference norms in further research and educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01