Do teachers’ perceptions of children’s math and reading related ability and effort predict children’s self-concept of ability in math and reading?
Journal article
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 |
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Abstract | 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 |
Year | 2015 |
Journal | Educational Psychology : An international journal of experimental educational psychology |
Journal citation | 35 (1), pp. 110 - 127 |
Publisher | Routledge |
ISSN | 0144-3410 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/01443410.2014.915927 |
Scopus EID | 2-s2.0-84921434349 |
Page range | 110 - 127 |
Research Group | Institute for Positive Psychology and Education |
Publisher's version | File Access Level Controlled |
Place of publication | United Kingdom |
Editors | M. M. C. Mok |
https://acuresearchbank.acu.edu.au/item/88790/do-teachers-perceptions-of-children-s-math-and-reading-related-ability-and-effort-predict-children-s-self-concept-of-ability-in-math-and-reading
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