Selective Importance in Self-Enhancement: Patterns of Feedback Adolescents Use to Improve Math Self-Concept

Autor/inn/en	McPartlan, Peter; Umarji, Osman; Eccles, Jacquelynne S.
Titel	Selective Importance in Self-Enhancement: Patterns of Feedback Adolescents Use to Improve Math Self-Concept
Quelle	In: Journal of Early Adolescence, 41 (2021) 2, S.253-281 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McPartlan, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431620912487
Schlagwörter	Teaching Methods; Mathematics Instruction; Self Concept; Mathematics Skills; Comparative Analysis; Social Theories; Student Attitudes; Grade 6; Longitudinal Studies; Middle School Students; Self Concept Measures; Parent Child Relationship; Teacher Student Relationship; Peer Relationship; Feedback (Response); Correlation; Michigan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Selbstkonzept; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Gesellschaftstheorie; Schülerverhalten; School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Korrelation
Abstract	We illustrate how early adolescents use different patterns of ability feedback to promote a positive self-concept of ability (SCA) in mathematics. Students can simultaneously use ability appraisals from parents and teachers, while also drawing information from peer, dimensional, and temporal comparisons. Although we find these five sources are equally important for promoting students' positive SCA, on average, we use a pattern-centered approach to show that students who believe they are good at math often select certain feedback sources as more important to develop this belief. We find that students' patterns of ability feedback are unstable, with evidence suggesting different patterns may emerge depending on the availability of ability feedback. Findings suggest early adolescents attempting to promote their own positive SCA in mathematics may know to seek different feedback sources depending on their individual circumstances. Implications are discussed through the lens of social comparison theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01