Literaturnachweis - Detailanzeige
| Autor/inn/en | Marsh, Herbert W.; Craven, Rhonda; Debus, Raymond |
|---|---|
| Titel | Separation of Competency and Affect Components of Multiple Dimensions of Academic Self-Concept: A Developmental Perspective. |
| Quelle | In: Merrill-Palmer Quarterly, 45 (1999) 4, S.567-601Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0272-930X |
| Schlagwörter | Age Differences; Child Development; Children; Competence; Cross Sectional Studies; Emotional Response; Factor Analysis; Individual Development; Longitudinal Studies; Measures (Individuals); Models; Self Concept; Self Concept Measures; Self Esteem; Self Description Questionnaire Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Child; Kind; Kinder; Kompetenz; Emotionales Verhalten; Faktorenanalyse; Individuelle Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Analogiemodell; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit |
| Abstract | Examined how separation of competency and affect components of self-concept domains varied in 7- to 13-year-olds. Found that Self-Description Questionnaire factor loadings were invariant over age comparisons. Correlations among reading, math, and school self-concepts decreased with age. Correlations between competency and affect within domains remained large. With age and development, students more clearly distinguished between different academic self-concept domains. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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