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ERIC Number: ED408323
Record Type: Non-Journal
Publication Date: 1997-Mar-24
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Accuracy and Multidimensionality of First and Second Grade Students' Academic Self-Concepts.
Cassady, Jerrell C.; And Others
The multidimensional nature of self-concept was studied in early elementary school children. In addition, the accuracy of children's self-concept ratings was determined through comparisons with the following external measures of ability: (1) parent ratings; (2) teacher ratings; and (3) academic achievement. Participants in this study were 100 first- and second-grade children and their families and teachers. The children were individually assessed with self-concept and achievement measures. Parents and teachers rated the children's ability in reading and mathematics. Factor analysis suggested that the children's academic self-concepts were differentiated into two factors: mathematics and language arts. The three external measures of ability were significantly intercorrelated. However, there was poor agreement between the child's self-concept and external measures of ability. Only two variables, reading achievement and the family's rating of mathematics achievement were related to children's language arts and math self-concepts respectively. Analyses comparing the ability judgments of high and low achievers suggested that high ability children rated their math competence significantly higher than low ability children. Overall, the findings support the inferences that the self-concepts of first and second graders are both multidimensional and somewhat inflated and that the formation of an accurate academic self-concept (e.g. one that is significantly related to achievement and external ratings) appears to develop in a domain-specific manner. (Contains 3 tables and 36 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A