| Verfasst von: | Marsh, Herbert W. |
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| | Pekrun, Reinhard |
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| | Murayama, Kou |
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| | Arens, A. Katrin |
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| | Parker, Philip D. |
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| | Guo, Jiesi |
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| | Dicke, Theresa |
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| Titel: | An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking Over 6 Years |
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| Mitwirkende: | Dubow, Eric F [Hrsg.] |
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| Verlagsort: | United States |
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| Verlag: | American Psychological Association |
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| Jahr: | 2018 |
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| Umfang: | 18 S. |
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| Fussnoten: | ObjectType-Article-1 ; ObjectType-Feature-2 ; SourceType-Scholarly Journals-1 ; content type line 23 |
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| Inhalt: | Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. |
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| ISSN: | 0012-1649 |
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| | 1939-0599 |
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| Titel Quelle: | Developmental psychology |
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| Jahr Quelle: | 2018 |
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| Band/Heft Quelle: | 54, 2, S. 263-280 |
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| DOI: | doi:10.1037/dev0000393 |
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| URL: | http://www.ub.uni-heidelberg.de/cgi-bin/edok?dok=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fpsycnet.apa.org%2Fjournals%2Fdev%2F54%2F2%2F263 |
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| | http://www.ub.uni-heidelberg.de/cgi-bin/edok?dok=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fwww.fachportal-paedagogik.de%2Ffis_bildung%2Fsuche%2Ffis_s ... |
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| | http://www.ub.uni-heidelberg.de/cgi-bin/edok?dok=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Feric.ed.gov%2FERICWebPortal%2Fdetail%3Faccno%3DEJ1167902 |
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| | http://www.ub.uni-heidelberg.de/cgi-bin/edok?dok=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.ncbi.nlm.nih.gov%2Fpubmed%2F29172566 |
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| | http://www.ub.uni-heidelberg.de/cgi-bin/edok?dok=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fsearch.proquest.com%2Fdocview%2F1968541995 |
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| | http://www.ub.uni-heidelberg.de/cgi-bin/edok?dok=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fsearch.proquest.com%2Fdocview%2F2007670547 |
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| | http://www.ub.uni-heidelberg.de/cgi-bin/edok?dok=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fsearch.proquest.com%2Fdocview%2F1969936624 |
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| | DOI: https://doi.org/10.1037/dev0000393 |
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| Sprache: | English |
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| Sach-SW: | Academic Achievement |
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| | Academic Self Concept |
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| | Academic Success |
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| | Achievement Tests |
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| | Averages |
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| | Bayern |
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| | Child |
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| | Childhood Development |
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| | Complementarity |
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| | Concept Formation |
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| | Conceptual development |
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| | Connectedness |
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| | Context Effect |
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| | Contextual effects |
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| | Correlation |
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| | Deutschland |
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| | Educational evaluation |
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| | Elementary Schools |
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| | Entwicklungspsychologie |
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| | Female |
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| | First year |
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| | Fish |
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| | Foreign Countries |
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| | Frame of Reference |
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| | Grade 5 |
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| | Grades (Scholastic) |
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| | Hierarchical Linear Modeling |
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| | Human |
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| | Humans |
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| | Hypothesis Testing |
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| | Leistungsbeurteilung |
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| | Likelihood Functions |
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| | Likert Scales |
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| | Longitudinal Studies |
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| | Längsschnittuntersuchung |
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| | Male |
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| | Mathematical Concepts |
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| | Mathematics |
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| | Mathematics Achievement |
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| | Mathematics Skills |
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| | Mathematics Tests |
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| | Mathematikunterricht |
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| | Mehrebenenanalyse |
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| | Modell |
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| | Models, Psychological |
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| | Multilevel Analysis |
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| | Path Analysis |
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| | Predictor Variables |
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| | Primarbereich |
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| | Psychology, Child |
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| | Robustness |
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| | Schulnote |
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| | Schüler |
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| | Schülerleistung |
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| | Scores |
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| | Secondary School Mathematics |
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| | Secondary School Students |
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| | Secondary Schools |
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| | Sekundarbereich |
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| | Selbstkonzept |
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| | Self Concept |
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| | Self esteem |
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| | Statistical Analysis |
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| | Surveys and Questionnaires |
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| | Test Scores |
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| | Theorie |
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| | Tracking |
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| Verknüpfungen: | → Sammelwerk |
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