Elementary School Children's Spelling-Specific Self-Beliefs

Longitudinal Analyses of their Relations to Academic Achievement, School Attitudes, and Self-Esteem

verfasst von

Günter Faber

Abstract

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 analyze 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.

Organisationseinheit(en)

Institut für Psychologie

Typ

Monografie

Anzahl der Seiten

165

Publikationsdatum

2012

Publikationsstatus

Veröffentlicht

Peer-reviewed

Ja

ASJC Scopus Sachgebiete

Sozialwissenschaften (insg.)