Academic Competence and Affect Self-Concepts in Elementary School Students: Social and Dimensional Comparisons

Autor/inn/en	Schneider, Rebecca; Sparfeldt, Jörn R.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Schulleistung; Selbstkonzept; Notenspiegel; Sozialer Einfluss
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