کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10452277 | 918892 | 2005 | 15 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Development of self-perceived ability in elementary school: the role of parents' perceptions, teacher evaluations, and intelligence
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
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چکیده انگلیسی
The present study examined the importance of different sources of information for the development of children's self-perceptions of early school-related ability. In a sample of German elementary school children (NÂ =Â 595) it was demonstrated that the associations between pupils' ability self-perceptions on the one hand and parents' perception of their children's ability, pupils' intelligence and teacher-rated school achievement on the other increased throughout elementary school. In a second step, commonality analyses were employed in two subsamples (NÂ =Â 416 and NÂ =Â 145) to partition variance in children's self-perceptions that was specifically explained by either teacher-rated school achievement or parents' perceptions, or by both variables. The results support the assumption that the importance of teacher evaluations for children's ability self-perceptions increases while the importance of parents' perceptions decreases during the early school years.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Cognitive Development - Volume 20, Issue 2, AprilâJune 2005, Pages 190-204
Journal: Cognitive Development - Volume 20, Issue 2, AprilâJune 2005, Pages 190-204
نویسندگان
Birgit Spinath, Frank M. Spinath,