کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
4940155 1436369 2017 10 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Assimilation and contrast effects in the formation of problem-solving self-concept
ترجمه فارسی عنوان
اثرات جذب و کنتراست در شکل گیری خود-مفهوم حل مسئله
کلمات کلیدی
خودپنداره حل مسئله، حل مشکل پیچیده، ادغام، تضاد، مقایسه ابعاد
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی
Domain-specific self-concepts (e.g., “I am good at mathematics”) and general school self-concepts (“I am good at school”) have been shown to be good predictors of academic performance, persistence, and even well-being; yet research on the predictors of domain-general (i.e., cross-curricular and nonacademic) self-concepts (e.g., “I am good at solving problems”) is scarce. On the basis of the generalized internal/external frame of reference model (GI/E model), this study tested potential predictors of the domain-general problem-solving self-concept. Structural equation models revealed-in line with the GI/E model-that self-reported mathematics achievement and complex problem solving exerted assimilation effects on problem-solving self-concept. As expected, there were no relations with self-reported verbal achievement. We also found a high association between mathematics, verbal, and problem-solving self-concepts. Simultaneous control for school track and general fluid ability, assessed using the four subscales of the CFT-20-R, that is, classification, matrices, and typologies, decreased the association between complex problem solving and problem-solving self-concept. We discuss the possible impact of domain-general self-concepts on students' performance.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 54, February 2017, Pages 82-91
نویسندگان
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