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Autor/inn/en | Schneider, Rebecca; Sparfeldt, Jörn R. |
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Titel | Academic Competence and Affect Self-Concepts in Elementary School Students: Social and Dimensional Comparisons |
Quelle | In: Social Psychology of Education: An International Journal, 23 (2020) 1, S.233-257 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1381-2890 |
DOI | 10.1007/s11218-019-09532-3 |
Schlagwörter | Academic Achievement; Self Concept; Elementary School Students; Grades (Scholastic); Instructional Program Divisions; Social Influences |
Abstract | Academic self-concepts are important correlates and predictors of successful scholastic learning. According to the internal/external frame of reference (I/E) framework, self-concepts are based on two comparison processes: social (external) comparison processes that seem to increase during elementary school and cognitively more demanding dimensional (internal) comparison processes that seem to occur from third grade on. This cross-sectional study with elementary school students (N = 858; grades 2-4; supplementary analyses with n = 349 first graders) extended the classic I/E model with competence self-concepts (Marsh in Am Educ Res J 23:129-149, 1986. 10.3102/00028312023001129) to affect self-concepts as outcomes. The magnitude of both comparison processes on the two self-concept components was examined separately for each elementary school grade and subsequently compared between grades. Evidence for social comparison processes of moderate/high magnitude was found in all grades. Relationships between achievements (reported grades) and corresponding competence self-concepts were more pronounced compared with achievement-affect self-concept relations. Only some path coefficients indicating dimensional comparison processes were substantial. The coefficients did not differ between grades. Results regarding the formation of academic self-concepts by comparison processes in different elementary school grades are discussed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |