ERIC Number: EJ1208043
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Social and Dimensional Comparison Effects on Academic Self-Concepts and Self-Perceptions of Effort in Elementary School Children
Educational Psychology, v39 n1 p133-150 2019
By focusing on the domains of math and German, the present study with 200 elementary school children investigated the specific relationships of self-reported grades with academic self-concepts and self-perceptions of effort within the competence-affective separation of academic self-concepts. In addition, possible mediator effects of academic self-concepts were explored. In both domains, self-reported grades positively predicted academic self-concepts of corresponding domains, which, in turn, positively predicted self-perceptions of effort of corresponding domains. However, there were no negative cross-domain achievement effects on academic self-concepts and no negative cross-domain self-concept effects on self-perceptions of effort. Both academic self-concepts mediated the effects from self-reported grades to self-perceptions of effort in corresponding domains. This research indicates that children's self-perceptions of effort can be inferred by their competence and affective self-concepts.
Descriptors: Foreign Countries, Elementary School Students, Grades (Scholastic), Self Concept, Predictor Variables, Academic Achievement, Competence, Grade 4
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A