Self-underestimating students in physics instruction: Development over a school year and its connection to internal learning processes.

Autor/inn/en	Huber, Sina A.; Häusler, Janina; Jurik, Verena; Seidel, Tina
Titel	Self-underestimating students in physics instruction: Development over a school year and its connection to internal learning processes. Gefälligkeitsübersetzung: Selbstunterschätzende Schüler im Physikunterricht: Entwicklung über das Schuljahr und Beziehung zu internen Lernprozessen.
Quelle	In: Learning and individual differences, (2015) 43, S. 83-91Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
Schlagwörter	Eigenschaft; Kognitive Kompetenz; Selbstkonzept; Schule; Schüler; Intrinsische Motivation; Leistungsmotivation; Lernen; Lernmotivation; Physik; Entwicklung
Abstract	Followed the development of students characterized as self-underestimating to observe changes in their self-concept over the course of one academic year. The authors sought to determine the connection between students' development and their internal learning processes and to assess whether their learning would suffer as a result of low self-concept or their self-concept would improve as their knowledge increased. 360 9th grade physics students matching the "self-underestimating" profile with high cognitive ability and low motivational-affective characteristics were assessed. Internal learning processes examined included intrinsic motivation, cognitive learning activity, and students' perceived fulfillment of their basic motivational needs. Results from latent class analysis revealed three developmental patterns: (1) Students whose self-concepts improved to match their high cognitive characteristics; (2) students whose self-underestimating self-concept remained unchanged; and (3) students whose low self-concept affected learning so that cognitive advancement was lower. In conclusion, positive development over the course of one school year in self-underestimating students is possible and appears to be related to higher learning processes. Improving internal learning processes may be able to boost self-concept in self-underestimating students. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3