Social and dimensional comparison effects on academic self-concepts and self-perceptions of effort in elementary school children
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Educational Psychology, Jahrgang 39, Nr. 1, 02.01.2019, S. 133-150.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Social and dimensional comparison effects on academic self-concepts and self-perceptions of effort in elementary school children
AU - Lohbeck, Annette
PY - 2019/1/2
Y1 - 2019/1/2
N2 - 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.Highlights Self-reported grades positively predict academic self-concepts of corresponding domains. Academic self-concepts positively predict self-perceptions of effort of corresponding domains. There are no negative cross-domain achievement effects on academic self-concepts and no cross-domain self-concept effects on self-perceptions of effort. Academic self-concepts mediate the effects from self-reported grades to self-perceptions of effort in corresponding domains.
AB - 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.Highlights Self-reported grades positively predict academic self-concepts of corresponding domains. Academic self-concepts positively predict self-perceptions of effort of corresponding domains. There are no negative cross-domain achievement effects on academic self-concepts and no cross-domain self-concept effects on self-perceptions of effort. Academic self-concepts mediate the effects from self-reported grades to self-perceptions of effort in corresponding domains.
KW - academic effort
KW - academic self-concept
KW - Comparison effects
KW - elementary school children
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=85057582356&partnerID=8YFLogxK
U2 - 10.1080/01443410.2018.1527018
DO - 10.1080/01443410.2018.1527018
M3 - Journal articles
AN - SCOPUS:85057582356
VL - 39
SP - 133
EP - 150
JO - Educational Psychology
JF - Educational Psychology
SN - 0144-3410
IS - 1
ER -