Literaturnachweis - Detailanzeige
| Autor/inn/en | Niepel, Christoph; Marsh, Herbert W.; Guo, Jiesi; Pekrun, Reinhard; Möller, Jens |
|---|---|
| Titel | Revealing Dynamic Relations between Mathematics Self-Concept and Perceived Achievement from Lesson to Lesson: An Experience-Sampling Study |
| Quelle | In: Journal of Educational Psychology, 114 (2022) 6, S.1380-1393 (14 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Niepel, Christoph) ORCID (Marsh, Herbert W.) ORCID (Guo, Jiesi) ORCID (Pekrun, Reinhard) ORCID (Möller, Jens) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000716 |
| Schlagwörter | Foreign Countries; Secondary School Students; Grade 9; Grade 10; Self Concept; Mathematics Education; Mathematics Achievement; Individual Differences; Germany |
| Abstract | Academic self-concept and achievement have been found to be reciprocally related across time. However, existing research has focused on self-concept and achievement scores that have been averaged over long time-periods. For the first time, the present study examined intraindividual (within-person) relations between momentary (state) self-concept and lesson-specific perceived achievement (i.e., self-reported comprehension) in students' everyday school life in real time using intensive longitudinal data. We conducted an experience-sampling (e-diary) study with 372 German secondary school students in Grades 9 and 10 over a period of 3 weeks after each mathematics lesson. Multilevel confirmatory factor analyses confirmed a two-factor between-level and within-level structure of the state measures. We used dynamic structural equation modeling to specify a multilevel first-order vector autoregressive model to examine the dynamic relations between self-concept and perceived achievement. We found significant reciprocal effects between academic self-concept and perceived achievement on a lesson-to-lesson basis. Further, we found that these relations were independent of students' gender, reasoning ability, or mathematics grades. We discuss implications for methodology, theory, and practice in self-concept research and educational psychology more generally. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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