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An integrated model of academic self-concept development. Academic self-concept, grades, test scores, and tracking over six years
Autoren GND-ID; GND-ID; GND-ID; GND-ID ORCID; ; ; GND-ID
OriginalveröffentlichungDevelopmental psychology 54 (2018) 2, S. 263-280 ZDB
Dokument (formal und inhaltlich überarbeitete Version)
Schlagwörter (Deutsch)Schüler; Selbstkonzept; Modell; Theorie; Entwicklungspsychologie; Mathematikunterricht; Schülerleistung; Schulnoten; Leistungstest; Primarbereich; Sekundarbereich; Mehrebenenanalyse; Längsschnittuntersuchung; Bayern
TeildisziplinEmpirische Bildungsforschung
Pädagogische Psychologie
DokumentartAufsatz (Zeitschrift)
ISSN0012-1649
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (DIPF/Orig.)
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Eintrag erfolgte am18.03.2019
Empfohlene ZitierungMarsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philipp D.; Guo, Jiesi; Dicke, Theresa: An integrated model of academic self-concept development. Academic self-concept, grades, test scores, and tracking over six years - In: Developmental psychology 54 (2018) 2, S. 263-280 - URN: urn:nbn:de:0111-pedocs-156147 - DOI: 10.1037/dev0000393
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