A well-rounded view: Using an interpersonal approach to predict achievement by academic self-concept and peer ratings of competence.

Autor/inn/en	Lösch, Thomas; Lüdtke, Oliver; Robitzsch, Alexander; Kelava, Augustin; Nagengast, Benjamin; Trautwein, Ulrich
Titel	A well-rounded view: Using an interpersonal approach to predict achievement by academic self-concept and peer ratings of competence.
Quelle	In: Contemporary educational psychology, (2017) 51, S. 198-208Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2017.07.003
Schlagwörter	Kompetenz; Erfolg; Fremdeinschätzung; Selbsteinschätzung; Selbstkonzept; Wahrnehmungsprozess; Schüler; Motivation; Peer Group; Mathematische Kompetenz; Leistung; Voraussagbarkeit; Zukunftserwartung
Abstract	Academic self-concept is a prominent construct in educational psychology that predicts future achievement. Similarly, peer ratings of competence predict future achievement as well. Yet do self-concept ratings have predictive value over and above peer ratings of competence? In this study, the interpersonal approach [...] was applied to academic self-concept. The interpersonal approach decomposes the variance in self-concept ratings into a "method" part that is due to the student as the rater (perceiver effect), a shared "trait" part that is due to the student's perceived achievement (target effect), and an idiosyncratic self-view (self-enhancement). In a round-robin design of competence ratings in which each student in a class rated every classmate's competence, a total of 2,094 school students in 89 classes in two age cohorts rated their own math competence and the math competence of their classmates. Three main results emerged. First, self-concept ratings and peer ratings of competence had a substantial overlap in variance. Second, the shared "trait" part of the competence ratings was highly correlated with achievement and predicted gains in achievement. Third, the idiosyncratic self-view had a small positive association with (future) achievement. Altogether, this study introduces the interpersonal approach as a general framework for studying academic self-concept and peer ratings of competence in an integrated way. (Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1