ERIC Number: EJ1050133
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Do Teachers' Perceptions of Children's Math and Reading Related Ability and Effort Predict Children's Self-Concept of Ability in Math and Reading?
Upadyaya, Katja; Eccles, Jacquelynne
Educational Psychology, v35 n1 p110-127 2015
This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their teachers were followed for four years. Children's self-concepts and performance ability in math and reading were measured annually during Waves 2-4. Teachers rated the children's ability and effort at each of the four waves. Domain-specific differences and developmental changes could be identified in the associations between teachers' perceptions and children's ability self-concepts. Teachers' ability perceptions predicted children's concurrent and subsequent ability self-concepts in math and reading, whereas teachers' effort perceptions predicted children's math ability self-concept only at Wave 4. Analyses with multi-sample procedure showed that these models were similar for boys and girls and for children in different cohort groups.
Descriptors: Teacher Attitudes, Elementary School Students, Mathematics Skills, Reading Ability, Predictor Variables, Self Concept, Longitudinal Studies, Cohort Analysis, Self Concept Measures, Questionnaires, Likert Scales, Intelligence Tests, Path Analysis, Gender Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Early Childhood Education; Intermediate Grades; Primary Education
Authoring Institution: N/A
Identifiers - Location: Michigan
Identifiers - Assessments and Surveys: Slosson Intelligence Test