ERIC Number: EJ1044709
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Academic Self-Concepts in Ability Streams: Considering Domain Specificity and Same-Stream Peers
Liem, Gregory Arief D.; McInerney, Dennis M.; Yeung, Alexander S.
Journal of Experimental Education, v83 n1 p83-109 2015
The study examined the relations between academic achievement and self-concepts in a sample of 1,067 seventh-grade students from 3 core ability streams in Singapore secondary education. Although between-stream differences in achievement were large, between-stream differences in academic self-concepts were negligible. Within each stream, levels of students' achievement and their self-concepts were systematically related only when considered in the matching academic domain and the appropriate level of specificity. In English, lower achievers in the high-ability stream tended to underestimate their achievement, whereas higher achievers in the low-ability stream tended to overestimate their achievement. This pattern, however, was not evident in mathematics and the general academic domain. Taken together, the findings highlight the importance of considering the interplay of domain specificity and same-stream peers in academic self-concepts.
Descriptors: Academic Ability, Self Concept, Academic Achievement, Secondary School Students, English (Second Language), Second Language Learning, Foreign Countries, Mathematics Achievement, Peer Relationship, Ability Grouping, Scores, Student Surveys
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Singapore