Das tänzerische Selbstkonzept bei Kindern

Rudi, Helena; Steinberg, Claudia

doi:10.1515/9783839458464-014

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the case of the ASC, its measurement has been predominantly linked to school subjects, often mathematics, science, and language subjects [26,30,37,38,42,49], but also to minor subjects such as sports and physical education [45,150,151], music [152][153][154][155], dancing [156], and arts [157]. However, for the other four self-concepts discussed so far, little or no subject-specific measurements have been performed to date.…”

Section: Domain Specifitiesmentioning

confidence: 99%

Academic Self-Concept Wins the Race: The Prediction of Achievements in Three Major School Subjects by Five Subject-Specific Self-Related Variables

Rost,

Feng

2024

Behavioral Sciences

View full text Add to dashboard Cite

The importance of self-related constructs in predicting academic achievement has been increasingly emphasized in recent decades. Typically, bivariate associations of self-related variables with achievements have been reported. Research quantifying the combined predictive power of more than two self-variables has been scarce. Moreover, except for the academic self-concept, these variables have almost always been measured across domains, i.e., without considering the specifics of individual school subjects. The current study aimed to statistically predict academic achievement (operationalized via school grades) in three major subjects (Chinese (native language), mathematics, and English (foreign language)) by using subject-tied scales, namely academic self-concept, conscientiousness, need for cognition, perseverance of effort, and consistency of interest. The sample comprised 791 Chinese adolescents. Each scale was related separately to each of the three school subjects. Hierarchical linear regression analyses were run. The control variable, biological sex, accounted for 2% of Chinese grades and 8% of English grades, but not of mathematics grades. Adding subject-specific self-concept scales increased the explained variance to 7% (Chinese), 16% (mathematics), and 32% (English). Further additions to the other four self-related scales did not increase the variances that were accounted for. The discussion underlines the relevance of subject-specific academic self-concepts as predictors for subject-tied academic achievements.

show abstract