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Selective importance in self-enhancement : Patterns of feedback adolescents use to improve math self-concept
McPartlan, Peter Umarji, Osman Eccles, Jacquelynne S.
McPartlan, Peter
Umarji, Osman
Eccles, Jacquelynne S.
Abstract
We illustrate how early adolescents use different patterns of ability feedback to promote a positive self-concept of ability (SCA) in mathematics. Students can simultaneously use ability appraisals from parents and teachers, while also drawing information from peer, dimensional, and temporal comparisons. Although we find these five sources are equally important for promoting students’ positive SCA, on average, we use a pattern-centered approach to show that students who believe they are good at math often select certain feedback sources as more important to develop this belief. We find that students’ patterns of ability feedback are unstable, with evidence suggesting different patterns may emerge depending on the availability of ability feedback. Findings suggest early adolescents attempting to promote their own positive SCA in mathematics may know to seek different feedback sources depending on their individual circumstances. Implications are discussed through the lens of social comparison theory.
Keywords
self-concept of ability, self-enhancement, selective importance, mathematics
Date
2021
Type
Journal article
Journal
Journal of Early Adolescence
Book
Volume
41
Issue
2
Page Range
253-281
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Health Sciences
Faculty of Health Sciences
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled