Research on children’s physical self-concept (PSC) is increasingly recognised as an important field of psychology. However, there is a lack of instruments suitable for younger children at elementary school age. In the present study, a short German 21-item Physical Self-Concept-Questionnaire for children (PSCQ-C) was tested measuring seven specific facets of elementary school children’s PSC (strength, endurance, speed, flexibility, coordination, physical appearance, global sport competence). A number of 770 elementary school children aged 8–12 years completed the PSCQ-C. Results showed good psychometric properties and high reliabilities of the seven scales. Confirmatory factor analysis revealed that the presumed 7-factor model fitted the data best compared to a global 1- and 2-factor model. Also, full measurement invariance was strongly established. Correlations among the seven scales were mainly moderate. Gender differences were suggestive of developmental trends that are consistent with prior studies. These results provide support that the PSCQ-C is a confidential instrument with sound psychometric properties measuring seven specific facets of elementary school children’s PSC. 相似文献
A great deal of research shows that the way in which children attribute causes to their successes and failures in school has implications for the development of their academic self-concept (ASC). The most common attributions are ability, effort, task difficulty, and luck. The present study asked 68 elementary school children aged seven to eight years how they explained their successes and failures in school subjects. The aim of the study was to examine whether there were gender differences in the children’s responses which might indicate differences in ASCs or in their explanations for the causes of success or failure. Data were collected via quantitative questionnaires. Results showed no gender differences in ASC but, within the group, boys were more likely to attribute their success to high ability; on the other hand girls were more likely to attribute their failures to low ability or the difficulty level of task. This suggests that boys are more likely than girls to provide positive, self-enhancing reasons for their success while girls are more likely than boys to provide negative, self-deprecating reasons for their failures. 相似文献
The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning strategies (i.e., organization, elaboration, rehearsal) of 415 university students. A total of n = 238 students were in the first year of their university program, while n = 178 students were in the mid-term of their university program. Results of correlation analysis revealed that all five motivational regulation strategies were positively related to the three cognitive learning strategies. In contrast, regression analysis showed that organization was only significantly linked to interest enhancement, self-consequating, and performance self-talk, while elaboration was only significantly linked to self-consequating, and rehearsal was only significantly linked to interest enhancement and performance self-talk. Academic self-concept proved to interact with interest enhancement in predicting elaboration. Furthermore, the measurement separability of the three constructs (i.e., motivational regulation strategies, academic self-concept, cognitive learning strategies) and measurement invariance across sample for the five motivational regulation strategies were also supported.
A common phenomenon among university students is procrastination, the dysfunctional postponing of tasks. Based on expectancy-value theory, the present study examined the relations between procrastination and some specific motivational characteristics of university students. A total of 881 German university students of teacher education and educational sciences completed a questionnaire. Results showed that procrastination while studying was negatively related to self-concept, study interest, mastery goal orientation and performance-approach goal orientation, while it was positively associated with work avoidance. Moreover, male students reported higher procrastination than female students. Study interest and work avoidance were the strongest predictors of procrastination. Thus, enhancing students’ positive motivational characteristics could reduce procrastination while studying. 相似文献
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.
The Self-Report Checklist for Social and Learning Behaviour (SSL) is a student questionnaire comparable to the Teacher Report Checklist for Social and Learning Behaviour. The SSL assesses ten facets of social and learning behaviour using self-reports by students. The present study of 1267 students aged 9 to 19 years examines the factorial structure, psychometric properties and validity of this questionnaire. The reliabilities (Cronbach’s Alpha, retest) of all ten scales were sufficiently good and the postulated factorial structure was found in exploratory as well as in confirmatory factor analysis. Correlations of SSL-scales with scales of the Differencial Aggression Questionnaire and the Strengths and Difficulties Questionnaire as well as with grades in German and mathematics indicated mainly convergent and divergent validity. Furthermore, positive correlations were found to corresponding teacher ratings. 相似文献
