首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 625 毫秒
1.
Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature.  相似文献   

2.
The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed.  相似文献   

3.
BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders.AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders.SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925).MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain.ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest.ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school.  相似文献   

4.
Motivation predicts academic achievement beyond cognitive ability. Expectancy value theory (Eccles et al., 1983) is a widely accepted and powerful approach explaining academic achievement as well as educational choices and attainment. Recently, attention to the multiplicative term of expectancy and value beliefs has increased. Trautwein et al. (2012) reported a detrimental effect of high task value when expectancy beliefs were low. We aimed to replicate and extend their study by using a large, representative sample of students attending upper secondary school in the German federal state Schleswig-Holstein (N = 3367). Following Trautwein et al. (2012), we applied latent interaction modelling to test whether the predictive value of expectancy value interactions differs for grades, final examinations, and standardized test scores as measures of achievement in two domains. We took the multi-dimensional structure of task value into consideration, analyzing the four components (attainment, intrinsic value, utility and cost) separately. Both a verbal and a non-verbal domain (English as a foreign language and mathematics) were investigated. Overall, the results supported those of Trautwein et al. (2012). However, our findings suggested measure- and domain-specific differences when using expectancy value beliefs and their interactions to predict academic achievement. Interaction terms predicted final examination results in both English and mathematics. Further, interaction effects were significant for grades in English but not mathematics. In general, effect sizes of multiplicative terms were small, especially in contrast to expectancy beliefs. Findings are discussed regarding the practical and conceptual importance of the multiplicative term in expectancy value theory applied in an educational setting.  相似文献   

5.
Beside interindividual social comparisons, intraindividual dimensional comparisons in which students compare their achievements in one subject with their achievements in other subjects have an impact on their academic self-concepts. The internal/external frame of reference (I/E) model by Marsh (1986) assumes that dimensional comparisons lead to negative paths from achievement in one subject (e.g., math) to self-concept in another subject (e.g., English). In the present study, the I/E model was extended to two verbal domains (German as the native language and English as a foreign language) and two numerical domains (mathematics and physics). Grades and domain-specific academic self-concepts ofN=1440 students from 63 classes were assessed. In support of the extended I/E model, (a) math, physics, German, and English achievement were positively correlated, as were; (b) self-conceptswithin the verbal and numerical domains, while; (c) self-conceptsbetween the verbal and the numerical domains were almost uncorrelated; (d) positive paths were received from math, physics, German, and English achievement on the corresponding self-concepts; (e) negative paths were found from achievement in one domain to self-concept in the other; (f) positive paths were found from math (physics) achievement to physics (math) self-concept. Finally, (g), almost no effects were found within the verbal domain, i.e., from English (German) achievement to German (English) self-concept. Therefore, there is some support for the I/E model between domains; whereas effects from achievements on self-concepts within the domains were not negative.  相似文献   

6.
The reciprocal internal/external frame of reference model (RI/EM) extends the internal/external frame of reference model (I/EM) over time and the reciprocal effects model (REM) across domains. The RI/EM postulates positive developmental relations between academic achievement and self-concept within a domain and negative relations across two non-matching domains (e.g., math and English). However, until now, empirical investigations of the RI/EM had only focused on secondary school students from specific countries. In the present study, we test whether the RI/EM also applies to primary school students and to students in the United States, by using a representative longitudinal data set: the Early Childhood Longitudinal Study-Kindergarten (ECLS-K: 1998–1999). We found positive reciprocal relations between academic self-concept and standardized test scores within a domain, whereas the effect of prior achievement on self-concept was much stronger (skill-development part) than the effect of self-concept on achievement (self-enhancement). Furthermore, we found negative effects of achievement on subsequent self-concepts across domains (I/E frame of references). Overall, the findings of the study strongly support the RI/EM for primary school students. Our results are compared to previous findings in the literature for secondary school students and are discussed with regard to self-concept formation in primary school.  相似文献   

7.
According to the internal/external frame of reference (I/E) model (Marsh, 1986), individuals’ academic self-concept is strongly influenced by comparing their achievement in one domain with their achievement in other domains and with the achievement of others. Research has typically found contrast effects such that high-achieving others have a negative effect on students’ academic self-concept. Yet, what happens if the “other” is somebody very similar to oneself as in the case of monozygotic twins? We postulate and examine the mirror effect, which means that rather than serving as a contrast, the effect of the co-twin’s achievement parallels the effect of a monozygotic twin’s own achievement on academic self-concept. We used data from two school-aged cohorts (11- and 17-year-olds) from a representative sample (N = 4,202) of monozygotic and dizygotic twins in Germany. We regressed twins’ math and German self-concepts on their own and their co-twins’ mathematics and German achievement. Internal and external comparison effects as postulated in the I/E model were replicated for both monozygotic and dizygotic twins across both age groups. In line with our hypothesis, the mirror effect was found in monozygotic twins only: Co-twins’ achievement and twins’ own achievement showed a parallel pattern of positive effects on academic self-concept within each domain and negative effects on academic self-concept between domains, duplicating the I/E pattern. The mirror effect tended to be more pronounced for older monozygotic twins. We argue that the mirror effect is likely caused by high interpersonal similarity and constitutes a rare exception to the broad generalizability of contrast effects as assumed in the I/E model.  相似文献   

8.
Research in clinical samples suggests that the relationship between intelligence and academic achievement might be moderated by sustained attention. The present study aimed to explore whether this interaction could be observed in a non-clinical sample. We investigated a sample of 11th and 12th grade students (N = 231). An overall performance score and a quality of performance score in sustained attention as well as verbal, numerical, and general intelligence scores served as predictors. Achievement criteria were grades in math and German as well as Grade Point Average (GPA) obtained after testing. Both types of sustained attention scores were significantly related to school performance, but only the quality of performance score incrementally contributed to the prediction of school performance above and beyond intelligence. Overall differences in the sustained attention test significantly moderated the relationship between verbal intelligence and German grades. Quality of performance moderated the relationship between general intelligence and GPA as well as the one between numerical intelligence and math grades. The study elucidates the interplay between sustained attention, intelligence, and school performance in a non-clinical sample.  相似文献   

9.
Expectancy-value theory (Eccles, 2009) posits that students’ relative expectancies and values across domains inform their academic choices. Students should therefore be more likely to choose a STEM major if they have higher expectancies and values in STEM domains compared with other domains. Accordingly, this study aimed to explore how upper secondary school students’ profiles in expectancy-value beliefs in math and English are related to concurrent achievement and university major choice. Data on expectancies and values in math and English were collected from 2153 German students in their last school year, along with their concurrent math and English achievement and their university major 2 years later. Latent profile analyses revealed four distinct expectancy-value profiles characterized as Low Math/High English, Moderate Math/Moderate English, High Math/Low English, and High Math/High English. Students’ gender, socioeconomic status, and type of school were meaningfully associated with profile membership. For instance, female students were overrepresented in the Low Math/High English profile compared with other profiles. Students in the four profiles also differed in their math and English achievement. These differences were mostly in line with students’ expectancies and values in the respective domain, but some differences suggested that intraindividual cross-domain comparison processes were also at play. Finally, profile membership predicted students’ choice of a STEM major over and above demographic characteristics and achievement. Students in the High Math/Low English profile were most likely to choose a STEM major. These findings support the importance of considering intraindividual comparisons of expectancies and values for students’ achievement-related behavior and choices.  相似文献   

10.
In separate studies on academic self-concept, previous research has shown: (1) the distinctiveness of a cognitive and an affective component, (2) the domain specificity of self-concepts, (3) the reciprocal effects of self-concept and achievement, (4) the internal/external frame of reference in self-concept development, (5) the reciprocal effects of the internal/external frame of reference, (6) the big-fish-little-pond effect, and (7) the interrelatedness of self-concepts in similar domains. The present study demonstrates that all of these seven findings are replicable and may be synthesized in a single study with a sample of students in Singapore. Secondary 1 students (7th graders; N = 275) were surveyed with 24 items about their academic self-concepts in physics, English, and math in two components (cognitive and affective), and their respective achievement scores were recorded over two time points. Confirmatory factor analysis found that the cognitive and affective components of academic self-concept were separable. The students’ self-concepts in different curriculum domains were distinct, supporting the domain specificity of self-concepts. The frame of reference and reciprocal effects were both supported, but only for the cognitive component of self-concept. Positive and statistically significant correlations between physics and math suggest that these curriculum domains were interrelated. Results of self-concept studies in schools can encourage and guide the design of interventions that could enhance students’ self-concept for positive sustainable effects on desirable educational outcomes. Attempts to improve learning outcomes should emphasize an enhancement of specific components of academic self-concept in domain-specific and related curriculum domains for optimal effects.  相似文献   

11.
Longitudinal data (five waves) from large cohorts of 7th grade students in East Germany (n=2,119) and West Germany (n=1,928) were collected from the start of the reunification of the school systems following the fall of the Berlin Wall. Here we integrate the two major theoretical models of relations between academic self-concept and achievement. In support of the reciprocal effects model, prior self-concept and prior achievement had significant effects on subsequent self-concept and subsequent achievement. In support of the internal/external frame of reference model, math achievement had a positive effect on Math self-concept but a negative effect on German self-concept, whereas German achievement had a positive effect on German self-concept but a negative effect on Math self-concept. Consistent with the unification of these models, prior self-concept in each school subject had positive effects on achievement in the same subject, but negative effects of achievement in the other school subject. Multigroup structural equation models demonstrated that all predictions were supported for both East and West German students.  相似文献   

12.
The impact of teachers on their students’ academic achievement continues to be an area of inquiry. One area not fully explored is the relation between teachers’ behavior and classroom management (CM) skills, student motivation, and student achievement. We examined these relations using a multi‐level structural equation model. Data included Behavior Management subscale scores of the Classroom Assessment Scoring System for 247 fourth and fifth grade teachers, indicators of academic motivation, and end‐of‐year state standardized mathematics assessment results for 4,847 students from the National Center of Teacher Effectiveness Main Study. The results indicate teachers’ CM skills have a significant direct effect on student motivation and a significant indirect effect on students’ math achievement, suggesting that students in classrooms of teachers with better CM are more motivated to learn math and have higher math achievement scores. This underscores the importance of helping teachers increase their use of evidence‐based classroom management techniques.  相似文献   

13.
This study assesses the predictive validity of the Phelps Kindergarten Readiness Scale (PKRS) for later academic achievement and explores the utility of a domain‐specific measure of kindergarten readiness. Kindergarten readiness scores were significantly correlated with both math and language arts achievement as measured by New York State fourth‐grade assessments for 148 students in a suburban, northeastern public school. In addition, each of the PKRS domains (Verbal, Perceptual, and Auditory) was correlated with later academic achievement. Two simultaneously calculated regression analyses showed that language arts skills were best predicted by the Verbal and Auditory domains of the PKRS and that math achievement was more complexly determined by all three readiness domains. Structural equation modeling using AMOS‐4 showed that the latent construct readiness, as measured by the PKRS domain scores, was positively and significantly related to the latent construct academic achievement. Finally, this relationship held when age, gender, and behavioral indices at the time of kindergarten screening were used as moderator variables. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 509–516, 2004.  相似文献   

14.
Using data from 1,571 ninth‐grade students (Mage = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle‐class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents’ self‐concept, child's need for support, and parents’ time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross‐sectional and longitudinal associations with students’ motivational (self‐concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self‐concept and higher achievement than students from other family types.  相似文献   

15.
The internal/external frame of reference (I/E) model posits that students' academic self-concept in one domain (e.g., math) is positively associated with achievement in the same domain but negatively associated with achievement in a comparison domain (e.g., English). Whereas academic self-concept encompasses self-ratings of achievement, peer academic reputation (PAR) encompasses peer ratings of the same achievement and PAR was shown to have an incremental predictive effect on a range of positive academic outcomes. Considering the importance of PAR, we hypothesized that the I/E model would also apply to PAR both as predictor and as outcome. We tested this hypothesis in a sample of 850 seventh-grade students in 47 classes in math and English. Therein, PAR was measured in a round-robin design where students rated each classmate's level of achievement. We tested I/E models with academic self-concept and PAR as outcomes. Results supported the I/E model for academic self-concept as outcome with academic achievement and PAR as predictor but not for PAR as outcome with achievement as predictor. For PAR as outcome, the effects across domains were positive rather than negative. These results were consistent across replications over three years using the same sample. Thus, whereas academic self-concept was characterized by contrasts between domains, PAR was characterized by assimilation between domains.  相似文献   

16.
The effect that inclusion and inclusionary school practices have on the achievement scores of low, average, and high academically achieving general education students was investigated. Achievement scores for 477 general education students from grades 1 through 5 were sampled over 3 years. During the 2 years that inclusion and inclusive practices were implemented, students either received academic instruction with students with disabilities or only with peers without disabilities. Inclusive school practices (curricular changes and supports) had a differential effect, as low achieving general education students appeared to benefit academically, while higher achieving students lost ground. General education students' reading scores were not significantly affected by the presence of students with disabilities, while in math, the effect was mixed. © 2001 John Wiley & Sons, Inc.  相似文献   

17.
Policy makers periodically consider using student assignment policies to improve educational outcomes by altering the socio-economic and academic skill composition of schools. We exploit the quasi-random reassignment of students across schools in the Wake County Public School System to estimate the academic and behavioral effects of being reassigned to a different school and, separately, of shifts in peer characteristics. We rule out all but substantively small effects of transitioning to a different school as a result of reassignment on test scores, course grades and chronic absenteeism. In contrast, increasing the achievement levels of students’ peers improves students’ math and ELA test scores but harms their ELA course grades. Test score benefits accrue primarily to students from higher-income families, though students with lower family income or lower prior performance still benefit. Our results suggest that student assignment policies that relocate students to avoid the over-concentration of lower-achieving students or those from lower-income families can accomplish equity goals (despite important caveats), although these reassignments may reduce achievement for students from higher-income backgrounds.  相似文献   

18.
Singaporean elementary-school students (N = 299) completed Child Implicit Association Tests (Child IAT) as well as explicit measures of gender identity, math–gender stereotypes, and math self-concepts. Students also completed a standardized math achievement test. Three new findings emerged. First, implicit, but not explicit, math self-concepts (math = me) were positively related to math achievement on a standardized test. Second, as expected, stronger math–gender stereotypes (math = boys) significantly correlated with stronger math self-concepts for boys and weaker math self-concepts for girls, on both implicit and explicit measures. Third, implicit math–gender stereotypes were significantly related to math achievement. These findings show that non-academic factors such as implicit math self-concepts and stereotypes are linked to students' actual math achievement. The findings suggest that measuring individual differences in non-academic factors may be a useful tool for educators in assessing students' academic outcomes.  相似文献   

19.
The present paper offers an exploration of the role achievement values play in the generation of mathematical achievement as measured in school grades and test scores. Based on a comparative study of 1665 German, Israeli, and Canadian 14-year-olds two hypotheses are tested. First, it is assumed that achievement value preferences have a dual role in the generation of high academic performance. On the one hand, they are assumed to facilitate a high achievement-related self-esteem, which itself is a strong covariate of good academic performance. On the other hand, they are expected to sensitize for achievement pressure from parents, which in turn increases anxiety, and henceforth lowers the achievement-related self-esteem. Secondly, it is assumed that one will find cross-cultural variation in the strength of the two postulated effects. The “positive” role of achievement values is assumed to be stronger in cultures with a more positive view on achievement (Canada, Israel), whereas the “negative” role is assumed to be stronger in cultures with a less positive view on achievement (Germany). Hypotheses were tested in a structural equation modeling frame, and are essentially confirmed. Effect sizes are, however, low, and confirmation pertains almost exclusively to grades, not to test scores as measures of mathematical abilities.  相似文献   

20.
The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号