Teacher–child interactions: relations with children's self‐concept in second grade

Abstract

This study examined whether teacher-child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher-child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic selfconcept. Finally, these teacher-child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls.

Children's Social Self‐Concept and Internalizing Problems: The Influence of Peers and Teachers

“…Social self‐concept was assessed using the Dutch version of the Self‐Perception Profile for Children (SPPC; Harter, ; Dutch translation by Veerman, Straathof, Treffers, Van den Bergh, & ten Brink, ), adapted for children from age 7 onward(Leflot, Onghena, & Colpin, ). Evidence for construct validity and adequate reliability was found (Leflot, Onghena, et al., ). The subscale social acceptance was rated on a 3‐point Likert scale (“Most children like me,” “Find it easy to make friends”; 6 items; αs = .62–.76).…”

The psychological and social impact of self‐advocacy group membership on people with intellectual disabilities: A literature review

“…Also termed "self-concept," selfidentity can be taken to refer to a collection of beliefs about oneself (Leflot, Onghena, & Colpin, 2010). Also termed "self-concept," selfidentity can be taken to refer to a collection of beliefs about oneself (Leflot, Onghena, & Colpin, 2010).…”

The Role of Academic Self-Efficacy, Academic Motivation and Academic Self-Concept in Predicting Secondary School Students’ Academic Performance

“…Selfconcept is a multi-dimensional construct that refers to an individual's perception of "self" in relations to some characteristics, such as academic and non-academic (Bong & Clark, 1999), gender roles and sexuality (Hoffman, 2004), racial identity (Aries, Oliver, Blount, Christadi, Fredman, Lee, 1998), and many others. It is a collection of beliefs about oneself (Leflot, Onghena & Colpin, 2010). Academic self-efficacy refers to the personal beliefs someone develops about his academic abilities or skills.…”