Relationship between self-esteem and academic self-concept for German elementary and secondary school students.

Autor/inn/en	Arens, A. Katrin; Yeung, Alexander Seeshing; Nagengast, Benjamin; Hasselhorn, Marcus
Titel	Relationship between self-esteem and academic self-concept for German elementary and secondary school students.
Quelle	In: Educational psychology, 33 (2013) 4, S. 443-464Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0144-3410; 1469-5820
DOI	10.1080/01443410.2013.772772
Schlagwörter	Kompetenz; Empirische Untersuchung; Selbsteinschätzung; Selbstkonzept; Selbstwertgefühl; Schuljahr 03; Schuljahr 04; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Übergang; Grundschule; Schüler; Deutschunterricht; Mathematikunterricht; Einflussfaktor; Deutschland
Abstract	This study aims to investigate the construct of global self-esteem and its relationship with academic self-concept within a sample of German students attending grades 3-6 (N=1958), considering the domain specificity and competence-affect separation of academic self-concept. Confirmatory factor analyses found global self-esteem to be similarly related to domain-specific (math and verbal) and general measures of academic self-concept. Self-perceived competence and affect were similarly related to global self-esteem. There was some evidence that the mean level of global self-esteem was higher for fourth grade students (before transition) than for 5th graders (after transition), and the lowest for 6th grade students. The relationship between global self-esteem and academic self-concept was found to be invariant across grade levels although descriptive results indicated a weaker relationship after transition. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/1