Blog
About

6
views
0
recommends
+1 Recommend
2 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found

      Selbsteinschätzungen zum Sozial- und Lernverhalten von Grundschulkindern der vierten Jahrgangsstufe

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Ziel dieser Studie ist die Überprüfung der Bereichsspezifität und Validität von Selbsteinschätzungen zum schulischen Sozial- und Lernverhalten bei Grundschulkindern im vierten Schuljahr. Zudem wird untersucht, ob die Mathematik- und Deutschnoten durch deren Selbsteinschätzungen erklärbar sind. Erfasst wurden Selbsteinschätzungen von 395 Grundschulkindern und 110 korrespondierende Lehrereinschätzungen zu zehn Bereichen des Sozial- und Lernverhaltens sowie die Mathematik- und Deutschnoten der Kinder. Faktorenanalysen legten nahe, dass Kinder in diesem Alter bereichsspezifische Selbsteinschätzungen abgeben können. Positive Zusammenhänge mit den Noten und den korrespondierenden Lehrereinschätzungen deuteten auf eine hinreichende konvergente Validität hin. Die diskriminante Validität ließ sich allerdings nicht stützen, da sich in keinem der Bereiche signifikant engere Zusammenhänge zwischen korrespondierenden Schüler- und Lehrereinschätzungen zeigten als zwischen nicht korrespondierenden Einschätzungen. Regressionsanalysen ergaben zudem, dass gute Mathematik- und Deutschnoten mit hohen Selbsteinschätzungen der Kinder in den Bereichen Kooperation und Konzentration erklärt werden können.

          Self-Assessments for Social and Learning Behavior of Fourth Graders

          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.

          Related collections

          Most cited references 65

          • Record: found
          • Abstract: not found
          • Article: not found

          The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review

            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Academic self-concept and academic achievement: relations and causal ordering.

            BACKGROUND. A positive self-concept is valued as a desirable outcome in many disciplines of psychology as well as an important mediator to other outcomes. AIMS. The present review examines support for the reciprocal effects model (REM) that posits academic self-concept (ASC) and achievement are mutually reinforcing, each leading to gains in the other - and its extension to other achievement domains. METHOD. We review theoretical, methodological, and empirical support for the REM. Critical features in this research are a theoretical emphasis on multidimensional perspectives that focus on specific components of self-concept and a methodological focus on a construct validity approach to evaluating the REM. RESULTS. Consistent with these distinctions, REM research and a comprehensive meta-analysis show that prior ASC has direct and indirect effects on subsequent achievement, whilst the effects of self-esteem and other non-academic components of self-concept are negligible. We then provide an overview of subsequent support for the generality of the REM for: young children, cross-cultural, health (physical activity), and non-elite (gymnastics) and elite (international swimming championships) sport. CONCLUSION. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is self-concept an important outcome variable in itself, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed. ©2010 The British Psychological Society.
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education

                Bookmark

                Author and article information

                Journal
                zep
                Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
                Hogrefe Verlag, Göttingen
                0049-8637
                2190-6262
                Januar 2015
                : 47
                : 1
                : 1-13
                Affiliations
                [ 1 ] Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen
                Author notes
                M. A. Annette Lohbeck, Prof. Dr. Franz Petermann, Prof. Dr. Ulrike Petermann, Universität Bremen, Zentrum für Klinische Psychologie und Rehabilitation (ZKPR), Grazer Straße 6, 28359 Bremen, E-Mail: alohbeck@ 123456uni-bremen.de
                Article
                zep_47_1_1
                10.1026/0049-8637/a000118
                Product
                Self URI (journal-page): https://econtent.hogrefe.com/loi/zep
                Categories
                Originalia

                Comments

                Comment on this article