The Structure and Development of Young Children's Self-Concepts and Relation to Academic Achievement.

Autor/inn/en	Craven, Rhonda G.; McInerney, Valentina; Marsh, Herbert W.
Titel	The Structure and Development of Young Children's Self-Concepts and Relation to Academic Achievement.
Quelle	(2000), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Foreign Countries; Measurement Techniques; Primary Education; Self Concept; Self Concept Measures; Self Evaluation (Individuals); Test Validity; Young Children; Australia; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Messtechnik; Primarbereich; Selbstkonzept; Testvalidität; Frühe Kindheit; Australien
Abstract	This study employed a multi-cohort multi-occasion (MCMO) design to measure self-concept and academic achievement among 5- and 6-year-olds. Preliminary findings from the first two waves of data were used to examine: (1) the structure and development of a multidimensional self-concept; (2) the stability of self-concept responses over time; (3) the relationship between prior academic self-concept and subsequent growth in academic achievement; and (4) theoretical predictions about the development of self-concept that heretofore have been based primarily on research with older children. Preliminary results provided support for the construct validity of self-concept responses based on the Self Description Questionnaire--Infants (SDQ-I). Findings from this study's use of a 64-item questionnaire indicated that the use of short instruments may be counter-productive and may account for some of the difficulties researchers have in obtaining responses with good psychometric properties from very young children. The separation of competency and affective components of self-concept was supported for young children. In addition, it was demonstrated that achievement was more strongly correlated with cognitive components of self-concept than affective components. Over a period of 6 months, the structure of young children's self-concepts and the relationship of self-concept to academic achievement were demonstrated to be relatively stable over time and over the two age cohorts considered. (Contains 36 references.) (EV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC