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Individualized teacher frame of reference and student self-concept within and between school subjects
Helm, Friederike Wolff, Fabian Möller, Jens Zitzmann, Steffen Marsh, Herbert W. Dicke, Theresa
Helm, Friederike
Wolff, Fabian
Möller, Jens
Zitzmann, Steffen
Marsh, Herbert W.
Dicke, Theresa
Abstract
Perceived individualized teacher frame of reference (students’ perception that teacher feedback considers students’ effort and former achievements) assumingly positively affects academic self-concept, especially for low-performing students. Following Dimensional Comparison Theory, individualized teacher frame in one school subject might negatively affect self-concept in another subject. Using data of N = 34 771 students (PISA 2000 study) we examined relations between perceived individualized teacher frame of reference and self-concepts in the subjects German and mathematics. Perceived individualized teacher frame of reference positively related to self-concept in the corresponding subject and negatively to self-concept in the noncorresponding subject. Student achievement level moderated the positive relation within subjects. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Keywords
Dimensional Comparison Theory, GI/E model, individualized teacher frame of reference, self-concept
Date
2023
Type
Journal article
Journal
Journal of Educational Psychology
Book
Volume
115
Issue
2
Page Range
309-329
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled