Early adolescents' development of academic self-concept and intrinsic task value: The role of contextual feedback.

Autor/inn/en	Gniewosz, Burkhard; Eccles, Jacquelynne S.; Noack, Peter
Titel	Early adolescents' development of academic self-concept and intrinsic task value: The role of contextual feedback. Gefälligkeitsübersetzung: Die Entwicklung des akademischen Selbstkonzepts in der Frühadoleszenz und intrinsischer Aufgabenwert. Die Rolle der kontextuellen Rückmeldung.
Quelle	In: Journal of research on adolescence, 25 (2015) 3, S. 459-473 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1050-8392; 1532-7795
DOI	10.1111/jora.12140
Schlagwörter	Selbstkonzept; Jugend; Eltern; Feedback; Entwicklung; Leistung; Jugendlicher
Abstract	In this study, the extent to which achievement-related feedback in two academic domains (mathematics and language) originating from two contexts (school and family) predicts early adolescents' domain-specific academic self-concept and intrinsic task values in Germany (N=1,190, age range 10-13) and the United States (N=1,953, age range 10-14) was investigated. The mediating role of both parents' competence perceptions and the early adolescents' academic self-concepts was examined linking grades and intrinsic value. Within- and cross-domain effects were tested at each stage of the mediation. As predicted, in both countries the associations of grades with the academic self-concepts are mediated by the parents' competence perceptions. The association of academic feedback with intrinsic task value is mediated through the students' academic self-concepts. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3