Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender

被引：41

作者：

Arens, A. Katrin ^{[1
]}

Marsh, Herbert W. ^{[2
,3
,4
]}

Craven, Rhonda G. ^{[2
]}

Yeung, Alexander Seeshing ^{[2
]}

Randhawa, Eva ^{[5
]}

Hasselhorn, Marcus ^{[1
]}

机构：

[1] German Inst Int Educ Res, Frankfurt, Germany

[2] Australian Catholic Univ, Banyo, Qld, Australia

[3] King Saud Univ, Riyadh, Saudi Arabia

[4] Univ Oxford, Oxford, England

[5] Educ Univ Heidelberg, Heidelberg, Germany

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2016年 / 36卷

关键词：

Math self-concept; Preschool; Achievement relations; Gender differences; RECIPROCAL INTERNAL/EXTERNAL FRAME; EXPECTANCY-VALUE THEORY; GOODNESS-OF-FIT; ACADEMIC-ACHIEVEMENT; MULTIPLE DIMENSIONS; ELEMENTARY-SCHOOL; REFERENCE MODEL; COMPETENCE BELIEFS; TASK VALUES; MOTIVATION;

D O I：

10.1016/j.ecresq.2015.12.024

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This three-wave, longitudinal study explored the math self-concept of German preschool children (N=420) with respect to its differentiation into competence and affect components, cross-sectional and longitudinal relations to early math achievement, and invariance across gender. Findings demonstrated that preschool children's math self-concept can be separated into competence and affect components, with the competence component displaying higher relations to early math achievement than the affect component. The competence component but not the affect component was found to be related to prior math achievement, providing evidence of the skill-development model of self-concept-achievement relations in preschool years. Boys and girls demonstrated similar self-concept-achievement relations and mean levels in the competence and affect components of math self-concept. Given so far little research on self-concept in preschool children, this study offers important insights and expands current knowledge. (C) 2015 Elsevier Inc. All rights reserved.

引用

页码：391 / 403

页数：13

共 92 条

[1] Differentiation of competence and affect self-perceptions in elementary school students: extending empirical evidence [J].