Reading, writing, and math self-concept in elementary school children: influence of dimensional comparison processes

Ehm, Jan-Henning; Lindberg, Staffan I.; Hasselhorn, Marcus

doi:10.1007/s10212-013-0198-x

Cited by 58 publications

(46 citation statements)

References 43 publications

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“…This is consistent with the early works in elementary education by Ehm et al (2014) and Pinxten et al (2015). Specifically, when we analyzed the classic I/E model, negative paths from math achievement to reading self-concept as well as from reading achievement to math self-concept in German grade 3 students was found (Ehm et al 2014). When we examined the I/E model and the BFLP model simultaneously, math achievement positively predicted math self-concept and negatively predicted their verbal (Dutch) self-concept in grade 4 students (Pinxten et al 2015).…”

Section: Discussionsupporting

confidence: 87%

“…That mathematics self-concept was related to mathematics achievement and Chinese achievement was not surprising given that extant research indicated a strong relationship between selfconcept and academic achievement (Möller et al 2009). This is consistent with the early works in elementary education by Ehm et al (2014) and Pinxten et al (2015). Specifically, when we analyzed the classic I/E model, negative paths from math achievement to reading self-concept as well as from reading achievement to math self-concept in German grade 3 students was found (Ehm et al 2014).…”

Section: Discussionsupporting

confidence: 82%

“…Further, we controlled for age because a great deal of studies found age-related differences in self-concept and achievement (Eccles et al 1993;Ehm et al 2014). Furthermore, we controlled for parents' socioeconomic status because it was statistically significant for predicting students' mathematics achievement (Karakolidis et al 2016) and mathematics selfconcept (Rinn et al 2013).…”

Section: Control Variablesmentioning

confidence: 99%

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The formation and influence mechanism of mathematics self-concept of left-behind children in mainland China

et al. 2019

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This study aimed at exploring the formation mechanism of mathematics self-concept of left-behind children and the influence mechanism of mathematics self-concept on their mathematics achievement. In study 1, the formation mechanism of mathematics self-concept was examined using multilevel analyses of 874 left-behind children. The results showed that (1) the individual mathematics achievement of left-behind children had a significant positive predictive effect on mathematics self-concept, Chinese achievement had a significant negative predictive effect on mathematics self-concept, and the class-average mathematics achievement had no significant effect on mathematics self-concept; and (2) when left-behind children were the majority group, there was an assimilation effect on downward interpersonal social comparison. When left-behind children were the minority group, there was a contrast effect on upward intergroup social comparison. In study 2, the influence mechanism of mathematics self-concept of 585 left-behind children was investigated with a tracking research. The results suggested that (1) Time 1 mathematics self-concept had significant effects on Time 2 mathematics school engagement at between-group and withingroup levels; and (2) Time 2 mathematics school engagement played a partial mediating role between Time 1 mathematics self-concept and Time 2 mathematics achievement at the within-group level. These results indicate that the formation and influence mechanism of mathematics self-concept of left-behind children is influenced by contextualized characteristics.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 82%

Section: Control Variablesmentioning

confidence: 99%

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The formation and influence mechanism of mathematics self-concept of left-behind children in mainland China

et al. 2019

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“…RSC was assessed with a self-report questionnaire based on self-concept measures used in former international and German studies (cf. Ehm, Lindberg, & Hasselhorn, 2014). The same questionnaire was used over all grades.…”

Section: Rscmentioning

confidence: 99%

Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development

Segerer

Niklas²,

Suggate

et al. 2020

Reading Research Quarterly

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Young students who speak a different language at home than that spoken in school (i.e., a minority home‐language) appear to exhibit a biased reading self‐concept. Importantly, this biased reading self‐concept may correspond with altered causal pathways between reading self‐concept and achievement in minority home‐language students. To test this idea, the authors examined cross‐lagged links between reading self‐concept and reading achievement in a large multiple‐group longitudinal study in Germany. Students with German (n = 885), Turkish (n = 193), or another (n = 550) home language were tested yearly in grades 1–4 on measures of reading and reading self‐concept. Despite showing lower reading achievement, students speaking a minority home language exhibited a higher reading self‐concept. Cross‐lagged paths revealed reciprocal effects between reading achievement and reading self‐concept from grade 1 to grade 2, particularly for students with German as a home language. Minority home‐language students showed significantly lower effects of reading achievement on their subsequent reading self‐concept from grade 1 to grade 2. From grade 2 onward, reading achievement predicted reading self‐concept, but not vice versa.

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“…También se debe mencionar que la educación económica y financiera se ha establecido como un elemento determinante en la formación de los educandos en Colombia, es por ello que desde el Ministerio de Educación Nacional se diseñó una guía de orientaciones pedagógicas para la educación económica y financiera (Bernal, Camacho, & Martinez, 2013), la cual plantea diversos elementos que son considerados necesarios para formalizar la educación económica y financiera como proyecto pedagógico transversal (Ehm, Lindberg, & Hasselhorn, 2014…”

Section: Marco Teóricounclassified

Tareas Integradas Como Estrategia Para El Desarrollo De Competencias Económicas, Financieras Y Ciudadanas Desde El Área De Matemáticas en Básica Secundaria

Machado-Vidal¹,

Carrascal-Torres²

2020

pnrm

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<p class="MsoNoSpacing" style="text-align: justify; text-indent: 0cm; line-height: 115%;"><span style="font-family: 'Arial',sans-serif;" lang="ES-TRAD">El propósito del presente estudio fue evaluar la efectividad de la estrategia de tareas integradas desde el área de matemáticas en el desarrollo de las competencias económicas, financieras y ciudadanas en estudiantes de grado séptimo de la Institución Educativa los Garzones. El estudio tuvo un enfoque cuantitativo de tipo cuasiexperimental en el que se aplicó pretest y postest a dos grupos (control y experimental). El análisis incluyó la comparación de medias con t de Student para muestras relacionadas e independientes. La implementación de la estrategia mejoró significativamente las competencias, con lo cual los estudiantes pueden afrontar de una mejor manera situaciones de su entorno.</span></p>

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Reading, writing, and math self-concept in elementary school children: influence of dimensional comparison processes

Cited by 58 publications

References 43 publications

The formation and influence mechanism of mathematics self-concept of left-behind children in mainland China

The formation and influence mechanism of mathematics self-concept of left-behind children in mainland China

Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development

Tareas Integradas Como Estrategia Para El Desarrollo De Competencias Económicas, Financieras Y Ciudadanas Desde El Área De Matemáticas en Básica Secundaria

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