Detailanzeige
Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-156147
DOI: 10.25656/01:15614; 10.1037/dev0000393
URN: urn:nbn:de:0111-pedocs-156147
DOI: 10.25656/01:15614; 10.1037/dev0000393
| Titel |
An integrated model of academic self-concept development. Academic self-concept, grades, test scores, and tracking over six years |
|---|---|
| Autoren |
Marsh, Herbert W.;
Pekrun, Reinhard  ;
Murayama, Kou;
Arens, A. Katrin  ;
Parker, Philipp D.;
Guo, Jiesi;
Dicke, Theresa |
| Originalveröffentlichung | Developmental psychology 54 (2018) 2, S. 263-280  |
| Dokument | Volltext (637 KB) (formal und inhaltlich überarbeitete Version) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Schüler; Selbstkonzept; Modell; Theorie; Entwicklungspsychologie; Mathematikunterricht; Schülerleistung; Schulnoten; Leistungstest; Primarbereich; Sekundarbereich; Mehrebenenanalyse; Längsschnittuntersuchung; Bayern |
| Teildisziplin | Empirische Bildungsforschung Pädagogische Psychologie |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 0012-1649; 00121649 |
| Sprache | Englisch |
| Erscheinungsjahr | 2018 |
| Begutachtungsstatus | Peer-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.) |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
|
| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 18.03.2019 |
| Quellenangabe | Marsh, 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: 10.25656/01:15614; 10.1037/dev0000393 |
