Reading, writing, and math self-concept in elementary school children: Influence of dimensional comparison processes.

Autor/inn/en	Ehm, Jan-Henning; Lindberg, Sven; Hasselhorn, Marcus
Titel	Reading, writing, and math self-concept in elementary school children: Influence of dimensional comparison processes. Gefälligkeitsübersetzung: Lese-, Schreib- und Mathematikselbstkonzept bei Grundschulkindern: Einfluss dimensionaler Vergleichsprozesse.
Quelle	In: European journal of psychology of education, 29 (2014) 2, S. 277-294Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Selbstkonzept; Grundschule; Schüler; Buchstabieren; Lesen; Schreibkompetenz; Mathematik; Leistung
Abstract	Tested and extended the internal/external (I/E) frame of reference model in a sample of elementary school children. The I/E model conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. Core academic skills of reading, writing, and math were related to corresponding and noncorresponding self-concept facets to determine the onset of dimensional contrast effects. School achievement and domain-specific academic self-concepts of 1,114 1st to 3rd graders were assessed. Assessment measures consisted of a self-concept measure and standardized school achievement tests including the Ein Leseverständnistest für Erst-bis Sechstklässler (ELFE 1-6) and the Würzburger Leise-Leseprobe-Revision (WLLP-R) for reading proficiency, the Deutscher Rechtschreibtest für das erste und zweite Schuljahr and dritte und vierte Schuljahr (DERET 1-2+, DERET 3-4+) for spelling, and the Deutsche Mathematiktest für erste/zweite/dritte Klassen (DEMAT 1+-3+), and the Diagnostisches Inventar zu Rechenfertigkeiten im Grundschulalter (DIRG) for mathematical achievement. Results showed negative paths for math achievement on reading self-concept and for reading achievement on math self-concept in the third grade. Math achievement was not associated negatively with writing self-concept. Positive influences were found within the verbal domain for writing achievement on reading self-concept from grade 1 onward. The results suggest a broad interpretation of the I/E model in which contrast as well as assimilation effects are possible. Factors influencing the dimensional comparison processes are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3