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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 Eccles, Jacquelynne
Upadyaya, Katja
Eccles, Jacquelynne
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
Date
2015
Type
Journal article
Journal
Educational Psychology : An international journal of experimental educational psychology
Book
Volume
35
Issue
1
Page Range
110-127
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
File Access
Controlled