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Autor/inn/enZimmermann, Friederike; Möller, Jens; Köller, Olaf
TitelWhen students doubt their teachers' diagnostic competence: Moderation in the internal/external frame of reference model.
QuelleIn: The journal of educational psychology, 110 (2018) 1, S. 46-57Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0022-0663; 1939-2176
DOI10.1037/edu0000196
SchlagwörterSozialer Vergleich; Selbstkonzept; Zweifel; Lehrerbild; Notengebung; Begabung
AbstractInvestigated whether students' perceptions of teachers' domain-specific competence in judging students' achievement moderated the relation between teacher-assigned grades and students' self-concepts in the I/E model. Two samples of 7th graders (N = 1,045 and N = 1,966, respectively) were analyzed. Structural equation modeling was used to estimate the I/E model, which also included teachers' perceived diagnostic competence in each domain (i.e., math and verbal) and four latent interaction variables derived from that competence and from school grades in both domains. Both studies found support for the predictions of the I/E model. The cross-domain effect on math self-concept was consistently moderated in both studies: The lower students perceived their teachers' competence in diagnosing math achievement, the stronger the negative path from verbal grade to math self-concept. Furthermore, the results tentatively imply that the positive within-domain effect of verbal grade on verbal self-concept is stronger when students' perceptions of teachers' diagnostic competence in judging verbal achievement are higher. The results extend knowledge on the conditions of academic self-concept formation and provide valuable insights into possible ramifications of teachers' judgment accuracy. (ZPID).
Erfasst vonLeibniz-Institut für Psychologie, Trier
Update2019/1
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