Early Adolescents' Development of Academic Self-Concept and Intrinsic Task Value: The Role of Contextual Feedback

Journal article

Gniewosz, Burkhard, Eccles, Jacquelynne and Noack, Peter. (2015). Early Adolescents' Development of Academic Self-Concept and Intrinsic Task Value: The Role of Contextual Feedback. Journal of Research on Adolescence. 25(3), pp. 459 - 473. https://doi.org/10.1111/jora.12140
AuthorsGniewosz, Burkhard, Eccles, Jacquelynne and Noack, Peter
Abstract

In this study, we investigate the extent to which achievement‐related feedback in two academic domains (mathematics and language) originating from two contexts (school and family) predicts early adolescents' domain‐specific academic self‐concept and intrinsic task values in Germany (N = 1,190, age range 10–13) and the United States (N = 1,953, age range 10–14). We examined the mediating role of both parents' competence perceptions and the early adolescents' academic self‐concepts linking grades and intrinsic value. Within‐ and cross‐domain effects were tested at each stage of the mediation. As predicted, in both countries the associations of grades with the academic self‐concepts are mediated by the parents' competence perceptions. The association of academic feedback with intrinsic task value is mediated through the students' academic self‐concepts.

Year2015
JournalJournal of Research on Adolescence
Journal citation25 (3), pp. 459 - 473
PublisherBlackwell Publishing Inc.
ISSN1050-8392
Digital Object Identifier (DOI)https://doi.org/10.1111/jora.12140
Scopus EID2-s2.0-84936989539
Page range459 - 473
Research GroupInstitute for Positive Psychology and Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
EditorsN. A. Card
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