Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter

Hellmich, Frank; Hoya, Fabian

doi:10.2378/peu2017.art09d

Cited by 2 publications

(3 citation statements)

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“…The study of self‐concept has a long research tradition across various disciplines (Conzelmann & Schmidt, 2020); thus, the terminologies, models and approaches are numerous (Hellmich & Günther, 2011). According to Langenkamp (2018), Shavelson et al's (1976) self‐concept model is the most frequently used model.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Correlations between motor competencies, physical activity and self‐concept in children with intellectual disabilities in inclusive education

Schluchter

Nagel

Valkanover

et al. 2023

Research Intellect Disabil

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BackgroundReciprocal relationships exist between motor competencies, physical activity and self‐concept.AimsUsing a structural equation model, this study examined whether these relationships also appear in children with intellectual disabilities, how they can be validly measured, and if there are differences between children with and without intellectual disabilities.Materials & MethodsData from a cross‐sectional research project involving 121 children with intellectual disabilities and 1721 without intellectual disabilities were analysed.ResultsThe results demonstrate that reciprocal relationships also apply to children with intellectual disabilities and can be elucidated if inverse items are omitted.DiscussionChildren with intellectual disabilities have less developed motor competencies and are less physically active but have a higher general self‐concept compared to children without intellectual disabilities. The sport‐related ability self‐concept of both groups is comparable.ConclusionsThe results are broadly consistent with extant research and illustrate that the development of motor competencies, physical activity and self‐concept in children with intellectual disabilities must be encouraged.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Correlations between motor competencies, physical activity and self‐concept in children with intellectual disabilities in inclusive education

Schluchter

Nagel

Valkanover

et al. 2023

Research Intellect Disabil

View full text Add to dashboard Cite

show abstract

“…According to Hasselhorn (2005), when asked to list the three highest-performing children in their class, 95% of kindergarteners name themselves. Plausible reasons for this overconfidence are their poorly developed metacognition, the lack of opportunity for social comparison, limited formal feedback within the learning environments and praise for accomplishing easy tasks (Hasselhorn, 2005;Hellmich, 2011). Although kindergarteners' self-concepts are biased towards overconfidence, they are related to academic ability (Cimeli et al, 2013;Marsh et al, 2002).…”

Section: Self-concepts In Kindergartenmentioning

confidence: 99%

“…Supporting students in their acquisition of positive self-concepts is generally accepted as a pedagogical goal (Dickhäuser, 2006;Hellmich, 2011), but the strong positive self-image of kindergarteners still raises questions for researchers and teachers on whether and how to deal with it. To date, the educational research literature supports two contrasting positions on the role of academic self-concepts in supporting students' behavioural self-regulation (SR) and achievement (Bouffard & Narciss, 2011;Praetorius et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“I’m the best! Or am I?”: Academic self-concepts and self-regulation in kindergarten

Compagnoni

Losenno

2020

FLR

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In this paper, we examined how kindergarteners' self-evaluation biases are related to behavioural self-regulation (SR) and learning goal orientation (GO). According to educational research and practice, fostering high and optimistic academic self-concepts promotes the setting of challenging goals and initiates effective behavioural SR processes. However, research on metacognition states that it is a match between academic self-concept and abilities that provides the optimal conditions for behavioural SR and a learning GO. There is theoretical and empirical evidence in favour of both positions, yet the correlates of self-evaluative tendencies may differ with children's different levels of achievement, which are rarely considered. This cross-sectional study used response surface analysis, an innovative research methodology capable of assessing the complex interaction of academic self-concept and academic abilities on the behavioural SR and GO of 147 kindergarten children (M = 6.47 years, SD = 0.39 years). Polynomial regression models were used to test the presence of a fit pattern in empirical data and offer a new perspective on the interaction of academic self-concept and academic abilities. Results showed that a fit is generally associated with better behavioural SR and a learning GO but that correlates of academic self-concept differ with different achievement levels and outcome measures. This study extends current knowledge, as it offers important insights on how to conceptualise and pursue questions regarding self-concepts and behavioural SR. At an applied level, the findings indicate that interventions with kindergarteners that target SR should take the interactions between self-evaluation biases and ability level into account.

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Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter

Cited by 2 publications

References 0 publications

Correlations between motor competencies, physical activity and self‐concept in children with intellectual disabilities in inclusive education

Correlations between motor competencies, physical activity and self‐concept in children with intellectual disabilities in inclusive education

“I’m the best! Or am I?”: Academic self-concepts and self-regulation in kindergarten

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