The developmental interplay of academic self-concept and achievement within and across domains among primary school students     

《Contemporary educational psychology》2019

The reciprocal internal/external frame of reference model (RI/EM) extends the internal/external frame of reference model (I/EM) over time and the reciprocal effects model (REM) across domains. The RI/EM postulates positive developmental relations between academic achievement and self-concept within a domain and negative relations across two non-matching domains (e.g., math and English). However, until now, empirical investigations of the RI/EM had only focused on secondary school students from specific countries. In the present study, we test whether the RI/EM also applies to primary school students and to students in the United States, by using a representative longitudinal data set: the Early Childhood Longitudinal Study-Kindergarten (ECLS-K: 1998–1999). We found positive reciprocal relations between academic self-concept and standardized test scores within a domain, whereas the effect of prior achievement on self-concept was much stronger (skill-development part) than the effect of self-concept on achievement (self-enhancement). Furthermore, we found negative effects of achievement on subsequent self-concepts across domains (I/E frame of references). Overall, the findings of the study strongly support the RI/EM for primary school students. Our results are compared to previous findings in the literature for secondary school students and are discussed with regard to self-concept formation in primary school.  相似文献   

Longitudinal reciprocal effects between teachers’ judgments of students’ aptitude,students’ motivation,and grades in math     

《Contemporary educational psychology》2019

We investigated whether teachers’ judgments of students’ aptitude had reciprocal effects on students’ motivation and math grades. We expected that teachers’ judgments of students’ aptitude would predict students’ grades and motivation, and that teachers’ judgments would also be predicted by these two aspects. A sample of N = 519 elementary school students was investigated at four measurement occasions from the end of third until the end of fourth grade. Students reported their self-concepts and intrinsic task values in math. Teachers (N = 27) judged students’ aptitude in math and provided students’ math grades. Cross-lagged panel analyses revealed that students’ prior grades and prior self-concepts (but not intrinsic task values) had positive effects on teachers’ subsequent judgments of student aptitude. Also, teachers’ prior judgments of student aptitude predicted students’ subsequent grades but not motivation. The findings underscore the importance of teachers’ judgments for students’ achievement development and give insights into which students’ motivational variables influence teachers’ perceptions of students’ aptitude.  相似文献   

Using Rating Scales for the Assessment of Physical Self-Concept: Why the Number of Response Categories Matters     

Philipp Alexander Freund  Maike Tietjens  Bernd Strauss 《Measurement in physical education and exercise science》2013,17(4):249-263

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The aspects and ability groups in which little fish perform worse than big fish: Examining the big-fish-little-pond effect in the context of school tracking     

Yao-Ting Sung  Li-Ying Huang  Fen-Lan Tseng  Kuo-En Chang 《Contemporary educational psychology》2014

The present study focused on junior high-school graduates who were equally able but attended different-rank high schools, comparing their academic self-concept, school adjustment, and academic achievement upon the completion of senior high school. An overall-school analysis was used to replicate previous findings, and an adjacent-school comparison was conducted to compare the performance of students at the bottom of a higher track and their similar-ability counterparts at the top of a lower track. The results indicated that the big-fish-little-pond effect (BFLPE) affects the academic self-concept and school adjustment of certain students, but not their academic achievement. Furthermore, the BFLPE was present between the bottom students of the first-ranked school and the top students of the second-ranked school, but not between the bottom students of the second-ranked school and the top students of the third-ranked school. The obtained results indicate that the BFLPE may not necessarily be associated with cognitive outcomes such as academic achievement and tracking contexts with less contrasting groups.  相似文献   

Testing the twofold multidimensionality of academic self-concept: a study with Chinese vocational students     

Lan Yang  A. Katrin Arens  David A. Watkins 《教育心理学》2016,36(9):1651-1669

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Who Am I? The Social Construction of Ethnic Identity and Self-Perceptions in Latino Preservice Teachers     

Clark  Ellen Riojas  Flores  Belinda Bustos 《The Urban Review》2001,33(2):69-86

The Urban Review - Because of the changes in the demographics, it is important for Latino teachers to relate to the educational and psychological needs of language minority children who are...  相似文献   

Dimensional comparisons in subject-specific academic self-concepts and achievements: A quasi-experimental approach     

Detlef H. Rost  Jrn R. Sparfeldt  Oliver Dickhuser  Susanne R. Schilling 《Learning and Instruction》2005,15(6):557-570

Even though marks in different subjects are substantially correlated, the corresponding self-concepts often display a very weak association. The “Internal–External Frame of Reference Model” (I/E-model; Marsh, H. W. (1986). Verbal and math self-concepts: an internal/external frame of reference model. American Educational Research Journal, 23, 129–149) explains this finding: social comparisons (resulting in positive correlations of the self-concepts) and dimensional comparisons (resulting in negative correlations of the self-concepts) are confounded. A rarely tested hypothesis derived from the I/E-model is that the dimensional comparison process only affects the self-concepts, if the students achieve differently in the corresponding subjects. In a sample of N = 1508 students (grades 7 and 8), low correlations of the self-concepts for four subjects could be observed only in students displaying different school-marks in the corresponding subjects. In students who have the same marks in different subjects, the self-concepts showed a substantial positive correlation.  相似文献   

Parental Involvement in Math Homework: Links to Children’s Performance and Motivation     

Gintautas Silinskas  Eve Kikas 《Scandinavian Journal of Educational Research》2019,63(1):17-37

The present study examined the longitudinal associations between children’s perceptions of parental involvement in math homework (control and support) and their math performance and motivation (task-persistent homework behavior and math self-concept). Children (n = 512) reported their perceptions concerning parental involvement in sixth-grade math homework. In grades 3 and 6, children completed math tests, evaluated own math self-concept, and their mothers (n = 420) evaluated task persistence during homework. The results showed that low self-concept in math predicted increased parental control, which in turn related to low math performance, task persistence, and math self-concept. Second, perceived parental support was related to increased task persistence during homework. Finally, parental control was especially detrimental for boys’ task persistence and math self-concept.  相似文献   

略论自我概念理论在教育中的应用     

任胜洪  张国强 《邢台职业技术学院学报》2004,21(6):7-9

自我概念是20世纪心理学领域中的重要发现。个体通过自己的客观情况、成败经历及他人对自己的态度来评价和认识自我，形成自我概念。从教育角度来讲，教师应积极采取有效措施，引导学生建立客现全面的自我概念。并及时调整其不合理的自我认知。以促进其健康发展。  相似文献   

学习不良儿童自我概念研究综述   总被引：5，自引：0，他引：5  

曾守锤  吴华清 《中国特殊教育》2004,(5):85-90

学习不良儿童自我概念的研究是当前学习不良儿童社会性发展的一个重要研究领域。综述主要围绕学习不良儿童自我概念的特点、影响因素、功能和干预展开。文末还指出了研究中存在的问题和未来研究的发展趋势。  相似文献