The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons.

Autor/inn/en	Pinxten, Maarten; Wouters, Sofie; Preckel, Franzis; Niepel, Christoph; De Fraine, Bieke; Verschueren, Karine
Titel	The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons. Gefälligkeitsübersetzung: Die Entwicklung des akademischen Selbstkonzepts in der Primarstufenbildung: Ein Modell, was externe und interne Vergleiche vereint.
Quelle	In: Contemporary educational psychology, (2015) 41, S. 124-132Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2014.12.003
Schlagwörter	Sozialer Vergleich; Einstellung (Psychologie); Selbstkonzept; Grundschule; Lehrer; Schulbildung; Leistung
Abstract	Examined the effect of internal and external comparison processes on elementary school students' academic (math and verbal) self-concepts. Central predictions of the revisited internal/external frame of reference model (I/E Model) and the big-fish-little-pond (BFLP) model were tested on 4,436 fourth-graders in 241 classes. Measures included the Self Description Questionnaire I (SDQ I), the Scale Progress in Spelling V test (Schaal Vorderingen in Spellingvaardigheid vor Vlaanderen SVS-V), the CITO reading comprehension test, and a multiple-choice math test. Results indicate that social comparisons already play an important role in the academic self-concepts of younger students. In line with predictions from the models, class average math and verbal achievement were strongly negatively related to academic self-concept. Moreover, students' achievements in one domain (e.g. verbal performance) negatively predicted their self-concept in the other domain (e.g. math self-concept). Both models were found to uniquely predict academic self-concept variability. Combined into a single model, and with the incorporation of other important frameworks, we can obtain a better explanation of academic self-concept formation. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3