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ERIC Number: EJ1036424
Record Type: Journal
Publication Date: 2014-Sep
Pages: 19
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0256-2928
Foundations of Children's Self-Concepts about Everyday Activities: Identities and Comparative Contexts
Fisher, Laurel
European Journal of Psychology of Education, v29 n3 p537-555 Sep 2014
Children's motivations to engage in everyday activities draw on their experiences in thinking of oneself and the activities. In theory, these personal and social realities provide the complex foundations of self-concepts. The aim of this project was to define the foundations of children's self-concepts about everyday activities; to focus on everyday activities of literacy and numeracy. Participants were 8- to 12-year-old girls and boys, in a pilot study (N?=?16), correlational models of identities (N?=?297) and comparative contexts (N?=?42), and experimental evidence (N?=?82). The pilot study validated materials, and Study 1 confirmed a perceptual base for self-concepts. Results of Study 2 highlighted a range of comparative contexts, and Study 3 confirmed personal and social bases of children's self-concepts. In this situation, foundations of self-concepts cover identities (as a sense of individuality and belonging) and self-categorizations, in thinking about stability of skills and abilities over time, and in relation to children the same age. These ideas are readily applied to identities and arrays of self-categorizations in other situations. In conclusion, a personal and social theory of self-concepts extends contemporary Motivational Spiral Models that relate self-concepts to task strategies, skills, feelings and participation. Outcomes suggest foundations for differential interventions motivating children to participate in everyday activities.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A