Selbsteinschätzungen zum Sozial- und Lernverhalten von Grundschulkindern der vierten Jahrgangsstufe

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The aim of this study is to analyze the specificity and validity of fourth graders self-concepts for social and learning behavior. Furthermore, it is examined whether grades in math and German can be explained by their self-concepts. Self-concepts of 395 children and 110 corresponding teacher ratings for ten facets of social and learning behavior as well as grades in math and German of these children were measured. Factor analyses indicated that children at this age have specific self-concepts. Positive relations with the two grades as well as with corresponding teacher ratings confirmed convergent validity. However, divergent validity could not be supported. Relations between corresponding assessments of students and teachers were not significantly closer than between non-corresponding assessments in none of the ten facets. Regression analyses revealed that good grades in math and German can be explained by high self-concepts of children regarding cooperation and concentration.

Translated title of the contributionSelf-assessments for social and learning behavior of fourth graders
Original languageGerman
JournalZeitschrift für Entwicklungspsychologie und pädagogische Psychologie
Issue number1
Pages (from-to)1-13
Number of pages13
Publication statusPublished - 2015