Elementary school children's spelling-specific self-beliefs : longitudinal analyses of their relations to academic achievement, school attitudes, and self-esteem / editor, Günter Faber.

Format:

Book

Author/Creator:

Faber, Günter, 1954-

Contributor:

Faber, Günter, 1954-

Series:

Education in a competitive and globalizing world series.

Education in a competitive and globalizing world series

Language:

English

Subjects (All):

Spelling ability.

Academic achievement--Longitudinal studies.

Academic achievement.

Self-esteem in children--Longitudinal studies.

Self-esteem in children.

Physical Description:

1 online resource (179 p.)

Edition:

1st ed.

Place of Publication:

Hauppauge, N.Y. : Nova Science Publishers, Inc., c2012.

Language Note:

English

Summary:

This book presents a study that concerns itself with selected findings on the measurement of the spelling-specific self-concept, on the causal ordering between the spelling-specific self-concept and spelling achievement, on the relationships between the spelling-specific self-concept and causal attributions of dictation outcomes as well as on the relationships between the spelling-specific self-concept, spelling-specific test anxiety, and global self-esteem variables and on the relationships between the spelling self-concept and test anxiety, global self-esteem, and school attitude variables. Moreover, an empirical approach to further differentiate the spelling-specific self-concept and thus to analyse a more task-specific facet is documented. Altogether, these findings can provide strong evidence for a basic model of academic self-beliefs in the spelling domain.

Contents:

Intro

ELEMENTARY SCHOOL CHILDREN'S SPELLING-SPECIFIC SELF-BELIEFS

Library of Congress Cataloging-in-Publication Data

Contents

Preface

Introduction

Chapter 1 Academic Self-Beliefs

A Social Cognitive Perspective on Academic Achievement

Perceptions of Personal Competence, Control. and Threat

Academic Self-Concept

Structural Components

Dimensional Comparison Effects

Social Comparison Effects

Gender Differences

Causal Ordering

Causal Attributions

Test Anxiety

A Basic Research Model of Academic Self-Beliefs

Chapter 2 Empirical Analyses of Academic Self-Beliefs in the Spelling Domain

Review of Empirical Research Findings

Previous Own Research Results

Chapter 3 Academic Self-Beliefs in the Spelling Domain: The Present Study

Overall Background and Conceptualization

Sample Characteristics and Procedure

Measurement of Self-Belief and Achievement Variables

Spelling Achievement

Performance in Other Subject Matters

Spelling-Specific Self-Concept

Error-Related Self-Estimates

Spelling-Specific Test Anxiety

Causal Attributions of Dictation Outcomes

General Academic Self-Concept

General School Attitudes

Global Self-Esteem

Gender

Statistical Analyses

Chapter 4 The Measuring of Spelling-Specific Self-Concept

Scale Development and Research Objectives

Results

Dimensional Analyses and Scale Formation

Validation Results

Change Over Time

Discussion

Chapter 5 Longitudinal Relations between Self-Concept and Achievement

Research context and Objectives

Chapter 6 Differentiating the Construct: Error-Related Self-Estimates

Discussion.

Chapter 7 Longitudinal Relations between Test-Anxiety, Self-Concept, and Self-Esteem

Research Context and Objectives

Relations among Constructs

Chapter 8 Longitudinal Relations between Self-Concept, Test Anxiety, Self-Esteem and School Attitudes

Chapter 9 Causal Attributions of Success and Failure in Spelling

Attributional Patterns

Chapter 10 Summary and Conclusion

Study Results

Conceptual Implications

Methodological Implications

Educational Implications

References

Appendices

Appendix A

Item List: Spelling-Specific Self-concept (Final scale version)

Appendix B

Item List: Causal Attributions of Dictation Outcome (Final scale version)

Item list: Spelling-Specific Self-concept (Final scale version)

Item list: Causal Attributions of Dictation Outcome (Final scale versions)

Index.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-62257-069-3

OCLC:

923669599