Development of self-perceived ability in elementary school: the role of parents’ perceptions, teacher evaluations, and intelligence

By Birgit Spinath, F. Spinath. 2005

117 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ffd476fc15390cc8f03dceade0cbfe0c8dbcef7c

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self-concept (2012, background): “Research has shown that the parental perceptions of the student’s © Blackwell Publishing Ltd. 2011 Social Development, 21, 3, 2012 competencies are important sources for the student’s ability belief constructions (e.g., Fredricks & Eccles, 2002; Frome & Eccles, 1998; Spinath & Spinath, 2005).”
Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement. (2014, background): “…adolescence (Berndt, 1982; Larson & Richards, 1991), the importance of interpersonal relationships with parents and teachers declines, especially during the transition to middle school (Eccles et al., 1993; Feldlaufer, Midgley, & Eccles, 1988; Larson & Richards, 1991; Spinath & Spinath, 2005).”
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement (2021, background): “In preschool and early elementary school, children tend to overestimate their academic competence and have an extremely positive ASC that is typically less relevant to external indicators such as grades and standardized tests (Marsh, 1990; Spinath & Spinath, 2005).”
Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. (2015, background): “…research, it should be noted that there are further influential sources of ASCs such as teachers’ and parents’ appraisal or stereotype endorsement with respect to gender and ethnicity (Kessels & Hannover, 2008; Okeke, Howard, Kurtz-Costes, & Rowley, 2009; Spinath & Spinath, 2005; Tiedemann, 2000).”
Noncognitive Skills in the Classroom: New Perspectives on Educational Research (2010, background): “School adjustment scale Teacher report NA 1 225 elementary school students Valeski & Stipek (2001) 3 items Content validity: Based on items from the self-directed learner subscale and cooperative participation subscale of the Teacher Rating Scale of School Adjustment.”