Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence

By Heather A. Bouchey, S. Harter. 2005

276 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c971066aac02a1184b993659d3cffb7d6de89428

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Attributional gender bias: teachers’ ability and effort explanations for students’ math performance (2014, background): “Yet, other research has shown that teachers have significant influences on student self-perceptions (Bouchey and Harter 2005; Dickhäuser and Meyer 2006; Hughes 2011).”
The Role of Parents in Adolescents’ Reading Motivation and Activity (2009, background): “ Bouchey and Harter (2005) also noted that studies focused on students’ perceptions of support from multiple socialization agents are particularly needed.”
Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self-concept (2012, background): “There is a large body of research showing that the ability beliefs by significant others, such as peers (Cole, Maxwell, & Martin, 1997) and teachers (Bouchey & Harter, 2005; Cole et al., 1997; Spinath & Spinath, 2005) affect students’ selfperceptions.”
Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings (2007, background): “Fennema and Sherman (1978) reported a positive correlation between perceived usefulness of mathematics and mathematical achievement, and more recently, Bouchey and Harter (2005) found that students’ perceived confidence was a critical predictor of success in mathematics.”
Parents' math–gender stereotypes, children's self-perception of ability, and children's appraisal of parents' evaluations in 6-year-olds (2015, background): “An exception is a study by Bouchey and Harter (2005) on 11–13 year of age girls’ and boys’ self-perception of ability.”
When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement (2015, background): “…been linked with academic achievement, both overall and in specific domains such as mathematics and sports (e.g. Anderman & Midgley, 1997; Bouchey & Harter, 2005; Bouffard, Boisvert, Vezeau, & Larouche 1995; Caprara et al., 2008; Nicholls, 1984), as well as with the use of learning…”