Do teachers’ perceptions of children’s math and reading related ability and effort predict children’s self-concept of ability in math and reading?
Upadyaya, Katja and Eccles, Jacquelynne. (2015). Do teachers’ perceptions of children’s math and reading related ability and effort predict children’s self-concept of ability in math and reading? Educational Psychology : An international journal of experimental educational psychology. 35(1), pp. 110 - 127. https://doi.org/10.1080/01443410.2014.915927
|Authors||Upadyaya, Katja and Eccles, Jacquelynne|
This study investigated to what extent primary school teachers’ perceptions of their students’ ability and effort predict developmental changes in children’s self-concepts of ability in math and reading after controlling for students’ academic performance and general intelligence. Three cohorts (N = 849) of elementary school children and their teachers were followed for four years. Children’s self-concepts and performance ability in math and reading were measured annually during Waves 2–4. Teachers rated the children’s ability and effort at each of the four waves. Domain-specific differences and developmental changes could be identified in the associations between teachers’ perceptions and children’s ability self-concepts. Teachers’ ability perceptions predicted children’s concurrent and subsequent ability self-concepts in math and reading, whereas teachers’ effort perceptions predicted children’s math ability self-concept only at Wave 4. Analyses with multi-sample procedure showed that these models were similar for boys and girls and for children in different cohort groups.
|Keywords||teachers’ perceptions of ability and effort; self-concept of ability; math performance; reading performance; primary school children|
|Journal||Educational Psychology : An international journal of experimental educational psychology|
|Journal citation||35 (1), pp. 110 - 127|
|Digital Object Identifier (DOI)||https://doi.org/10.1080/01443410.2014.915927|
|Page range||110 - 127|
|Research Group||Institute for Positive Psychology and Education|
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|Place of publication||United Kingdom|
|Editors||M. M. C. Mok|
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