دانلود مقاله ISI انگلیسی شماره 61822
عنوان فارسی مقاله

تشکیل خودپنداره علمی در آموزش ابتدایی: مدل واحد برای مقایسه خارجی و داخلی

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
61822 2015 9 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Contemporary Educational Psychology, Volume 41, April 2015, Pages 124–132

کلمات کلیدی
خودانگاره علمی ؛ مقایسه داخلی؛ مقایسه خارجی؛ تحصیلات ابتدایی؛ مدل داخلی و خارجی
پیش نمایش مقاله
پیش نمایش مقاله تشکیل خودپنداره علمی در آموزش ابتدایی: مدل واحد برای مقایسه خارجی و داخلی

چکیده انگلیسی

Given its eminent role in student learning and development, it is important to understand how academic self-concept (i.e., how one perceives oneself in an academic context) is formed. Both internal and external comparisons are considered crucial antecedents: Students form their academic self-concept to a considerable extent by (externally) comparing themselves with others and by (internally) comparing their own performance in different academic domains. Building on previous research in secondary education, the main goal of this study is to test a model integrating both comparison processes in elementary education using a large sample of Grade 4 students (N = 4,436) nested in 241 classes. Including the proposed internal and external reference effects in one integrated model, the study provided evidence for the presence of both comparison effects on two academic self-concept domains (i.e., math and verbal self-concept). Specifically, students' achievement in one domain was positively related to self-concept in that domain and negatively related to self-concept in the other domain. Additionally, class-average achievement was negatively related to academic self-concept within each domain and positively across domains. In conclusion, this study stresses the need for further integration of the major models on academic self-concept formation in a unifying theoretical framework.

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