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ERIC Number: EJ1171624
Record Type: Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0031-3831
The Value of Assessing Pupils' Academic Self-Concept
Frost, Jørgen; Ottem, Ernst
Scandinavian Journal of Educational Research, v62 n2 p264-271 2018
The Myself-As-a-Learner scale (MALS) has been constructed to assess academic self-concept (Burden, R. L. [2000]. "The Myself As a Learner Scale." Birmingham: Imaginative Minds; Burden, R. L. [2012]. "The Myself As a Learner Scale" [2nd ed.]. Cognitive Education Development Centre, Graduate School of Education, University of Exeter.). The scale consists of 20 self-referring statements to which individuals are invited to respond in a positive, negative, or neutral manner. A Norwegian translation proved to be an internally consistent tool for schools. The internal consistency was explored in a sample of 84 monolingual children in which all children were assessed twice with a time difference of about 8 months. Compared to a control group (N = 31) we found no significant effect of participation in a vocabulary training study on the children's academic self-concept. Instead we found that high achievers evaluated themselves more positively over time, while low achievers evaluated themselves more negatively in the same period.
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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
Identifiers - Location: Norway
Identifiers - Assessments and Surveys: Raven Progressive Matrices
Grant or Contract Numbers: N/A