Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years
| Autor: | Anne F. Weidinger, Ricarda Steinmayr, Birgit Spinath |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Male
Self-assessment Self-Assessment education Primary education Academic achievement behavioral disciplines and activities Education Developmental psychology Child Development Developmental and Educational Psychology Humans Mathematical ability 0501 psychology and cognitive sciences Child Competence (human resources) Self-efficacy Academic Success Schools 05 social sciences 050301 education Child development Self Efficacy Pediatrics Perinatology and Child Health Female Attitude change Psychology 0503 education Mathematics Follow-Up Studies 050104 developmental & child psychology |
| Zdroj: | Child Development. 89:e138-e156 |
| ISSN: | 0009-3920 |
| DOI: | 10.1111/cdev.12806 |
| Popis: | Math competence beliefs and achievement are important outcomes of school-based learning. Previous studies yielded inconsistent results on whether skill development, self-enhancement, or reciprocal effects account for the interplay among them. A development-related change in the direction of their relation in the early school years might explain the inconsistency. To test this, 542 German elementary school students (M = 7.95 years, SD = 0.58) were repeatedly investigated over 24 months from Grade 2 to Grade 4. Math competence beliefs declined and had a growing influence on subsequent math grades. This suggests changes in the dominant direction of the relation from a skill development to a reciprocal effects model during elementary school. Findings are discussed with regard to their theoretical and practical implications. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Plný text