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
Authors | Gniewosz, Burkhard, Eccles, Jacquelynne and Noack, Peter |
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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. |
Year | 2015 |
Journal | Journal of Research on Adolescence |
Journal citation | 25 (3), pp. 459 - 473 |
Publisher | Blackwell Publishing Inc. |
ISSN | 1050-8392 |
Digital Object Identifier (DOI) | https://doi.org/10.1111/jora.12140 |
Scopus EID | 2-s2.0-84936989539 |
Page range | 459 - 473 |
Research Group | Institute for Positive Psychology and Education |
Publisher's version | File Access Level Controlled |
Place of publication | United States of America |
Editors | N. A. Card |
https://acuresearchbank.acu.edu.au/item/89928/early-adolescents-development-of-academic-self-concept-and-intrinsic-task-value-the-role-of-contextual-feedback
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