Reference : Self-concept, interest, and achievement within and across math and verbal domains in ...

	Document type :	Scientific congresses, symposiums and conference proceedings : Unpublished conference
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/46196

Title :	Self-concept, interest, and achievement within and across math and verbal domains in first- and third-graders
Language :	English
Author, co-author :	van der Westhuizen, Lindie [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Arens, A. Katrin [Leibniz Institute for Research and Information in Education]
	Keller, Ulrich [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
	Greiff, Samuel [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Fischbach, Antoine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
	Niepel, Christoph [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	Apr-2020
Peer reviewed :	Yes
Audience :	International
Event name :	American Educational Research Association
Event date :	17-21 April
Event organizer :	AERA
Event place (city) :	San Francisco, CA
Event country :	United States of America
Keywords :	[en] ability self-concept ; interest ; achievement ; internal/external frame of reference model ; elementary school
Abstract :	[en] The generalized internal/external frame-of-reference (G)I/E model explains the formation of domain-specific motivational-affective constructs through social and dimensional comparisons. We examined the associations between verbal and math achievement and corresponding domain-specific academic self-concepts (ASCs) and interests for first-graders and third-graders (N=21,192). Positive achievement-self-concept and achievement-interest relations were found within matching-domains in both grades, while negative cross-domains achievement-self-concept and achievement-interest relations were only found for third-graders. These findings suggest that while the formation of domain-specific ASCs and interests seem to rely on social and dimensional comparisons for third-graders, only social comparisons seem to be in operation for first-graders. Gender and cohort invariance was established in both grade levels. Findings are discussed within the framework of ASC differentiation and dimensional comparison theory.
Permalink :	http://hdl.handle.net/10993/46196
Other URL :	http://tinyurl.com/u2dtuug

There is no file associated with this reference.

All documents in ORBi^lu are protected by a user license.

 

University of Luxembourg Library |  Feedback |  Legal notices Site Map