An Intervention to Foster Students' Academic Self-Concepts by Changing Dimensional and Temporal Comparative Achievement Judgements and Related Beliefs.

Autor/inn/en	Hörsch, Hella; Schumacher, Jennifer; Wolff, Fabian
Titel	An Intervention to Foster Students' Academic Self-Concepts by Changing Dimensional and Temporal Comparative Achievement Judgements and Related Beliefs.
Quelle	In: PraxisForschungLehrer*innenBildung, 8 (2026) 1, S. 141-167Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2629-5628
DOI	10.11576/pflb-9107
Schlagwörter	Selbstkonzept; Überzeugung; Vergleich; Intervention; Leistung
Abstract	Based on the importance of comparisons in academic self-concept formation, Hörsch et al. (2025) recently developed three modules for an academic self-concept intervention relating to social, dimensional or temporal comparisons. In a pilot study, the dimensional and temporal comparison modules demonstrated effectiveness in enhancing students' math self-concept. In the present study, these intervention modules were therefore integrated into one integrated intervention to address various research gaps regarding the mechanisms of intervention (in particular) and the role of comparisons in the formation of academic self-concepts (in general). Concretely, our aims were to investigate (1) whether the integrated intervention led to greater increases in students' math self-concept compared to the individual intervention modules, (2) whether the increases in self-concept could be explained by changes in students' achievement judgments (as hypothesized but not yet empirically examined), and (3) whether the effects of the intervention were specific to math or could also generalize to English. A sample of N=404 students took either part in the intervention to improve their math or English self-concept. Change score analyses revealed that students showed a significantly higher math and English self-concept after the implementation of the subject-specific integrated intervention. The comparison of the effect sizes revealed a stronger effect in the integrated intervention (Cohen's d=1.06) than in the intervention modules of the pilot study. The achievement judgments in the dimensional comparison and the comparison-related beliefs changed significantly in the expected direction in both subjects. (Orig. übernommen).
Erfasst von	Universität Bielefeld, Wissenschaftliche Einrichtung Oberstufen-Kolleg
Update	2026/4