On students' self-concepts inferred by teachers and classmates;Zur Fremdeinschätzung von Schülerselbstkonzepten durch Lehrer und Mitschüler

Zeitschrift fur Padagogische Psychologie

Volumn 18, Issue 3-4, 2004, Pages 157-169

  Pohlmann, Britta ^a   Möller, Jens ^a   Streblow, Lilian ^b  

^a UNIVERSITY OF KIEL   (Germany)

^b BIELEFELD UNIVERSITY   (Germany)

Author keywords

Comparison processes; Self concept; Teacher And peer ratings

Indexed keywords

EID: 10244224193     PISSN: 10100652     EISSN: None     Source Type: Journal    
DOI: 10.1024/1010-0652.18.4.157     Document Type: Article

References (55)

1. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372.
2. Arbuckle, J. L. (1999). Amos, Version 4.01. Chicago: SmallWaters Corporation.
3. Bong, M. (1998). Tests of the internal/external frames of reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts. Journal of Educational Psychology, 90, 102-110.
4. Byrne, B. M. (1996). Academic self-concept: Its structure, measurement, and relation to academic achievement. In B. A. Bracken (Ed.), Handbook of self-concept (pp. 287-316). New York: Wiley.
5. Dai, D. Y. (2002). Incorporating parent perceptions: A replication and extension study of the internal-external frame of reference model of self-concept development. Journal of Adolescent Research, 17, 617-645.
6. Dickhäuser, O. (2003). Überprüfung des erweiterten Modells des internal/external frame of reference. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 35, 200-207.
7. Dickhäuser, O. & Stiensmeier-Pelster, J. (2003). Wahrgenommene Lehrereinschätzungen und das Fähigkeitsselbstkonzept von Jungen und Mädchen in der Grundschule. Psychologie in Erziehung und Unterricht, 50, 182-190.
8. Faber, G. (1992). Bereichsspezifische Beziehungen zwischen leistungsthematischen Schülerselbstkonzepten und Schulleistungen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 24, 66-82.
9. Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140.
10. Hannover, B. (2001, August). The influence of the image of mathematics and the natural science on the development of interest and performance in schools. Paper presented at the 9th European Conference of the European Association for Research on Learning and Instruction (EARLI), Fribourg, Switzerland.
11. Heckhausen, H. (1989). Motivation und Handeln. Berlin: Springer-Verlag.
12. Helmke, A. (1994). Development of self-concept. In T. Husén & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol. 9, pp. 5390-5394). Oxford: Pergamon.
13. Helmke, A. & van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87, 624-637.
14. Köller, O., Klemmert, H., Möller, J. & Baumert, J. (1999). Eine längsschnittliche Überprüfung des Modells des Internal/External Frame of Reference. Zeitschrift für Pädagogische Psychologie, 13, 128-134.
15. Köller, O. & Möller, J. (2001). Selbstbezogene Fähigkeitskognitionen im Kontext Schule: Die Rolle unterschiedlicher Referenzrahmen. In R. Silbereisen (Hrsg.), Bericht zum 42. Kongress der Deutschen Gesellschaft für Psychologie in Jena (S. 380-390). Göttingen: Hogrefe.
16. Krapp, A. (1997). Selbstkonzept und Leistung - Dynamik ihres Zusammenspiels: Literaturüberblick. In F. E. Weinert & A. Helmke (Hrsg.), Entwicklung im Grundschulalter (S. 325-339). Weinheim: Beltz.
17. Markus, H. & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. Annual Review of Psychology, 38, 299-337.
18. Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129-149.
19. Marsh, H. (1990a). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-172.
20. Marsh, H. W. (1990b). Influences of internal and external frames of reference on the formation of math and English self-concepts. Journal of Educational Psychology, 82, 107-116.
21. Marsh, H. W. (1990c). Self Description Questionnaire, II. San Antonio, TX: Psychological Corporation.
22. Marsh, H. W. & Byrne, B. M. (1993). Do we see ourselves as others infer: A comparison of self-other agreement on multiple dimensions of self-concept from two continents. Australian Journal of Psychology, 45, 49-58.
23. Marsh, H. W., Byrne, B. M. & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366-380.
24. Marsh, H. W. & Craven, R. (1991). Self-other agreement on multiple dimensions of preadolescent self-concept: Inferences by teacher, mothers, and fathers. Journal of Educational Psychology, 83, 393-404.
25. Marsh, H. W. & Hattie, J. (1996). Theoretical perspectives on the structure of self-concept. In B. A. Bracken (Ed.), Handbook of self-concept (pp. 38-90). New York: Wiley.
26. Marsh, H. W., Parker, J. & Smith, I. D. (1983). Preadolescent self-concept: Its relation to self-concept as inferred by teachers and to academic ability. British Journal of Educational Psychology, 53, 60-78.
27. Marsh, H. W. & Richards, G. E. (1990). Self-other agreement and self-other differences on multidimensional self-concept ratings. Australian Journal of Psychology, 42, 31-45.
28. Marsh, H. W. & Shavelson, R. J. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107-125.
29. Marsh, H. W., Smith, I. A. & Barnes, J. (1983). Multitrait and multimethod analyses of the Self-Description Questionnaires: Student-teacher agreement on multidimensional ratings of student self-concept. American Educational Research Journal, 20, 333-357.
30. Marsh, H. W., Smith, I. D. & Barnes, J. (1984). Multidimensional self concepts: Relations with inferred self-concepts and academic achievement. Australian Journal of Psychology, 36, 367-386.
31. Marsh, H. W., Smith, I. D. & Barnes, J. (1985). Multidimensional self-concepts: Relations with sex and academic achievement. Journal of Educational Psychology, 77, 581-596.
32. Marsh, H. W., Smith, I. D., Barnes, J. & Butler, S. (1983). Self-concept: Reliability, dimensionality, validity, and the measurement of change. Journal of Educational Psychology, 75, 772-790.
33. Marsh, H. W., Walker, R. & Debus, R. (1991). Subject-specific components of academic self-concept and self-efficacy. Contemporary Educational Psychology, 16, 331-345.
34. Möller, J. (2000). Effekte dimensionaler und sozialer Vergleiche auf Fähigkeitseinschätzungen und die Zufriedenheit mit der Leistung. Zeitschrift für Experimentelle Psychologie, 47, 67-71.
35. Möller, J. & Jerusalem, M. (1997). Attributionsforschung in der Schule. Zeitschrift für Pädagogische Psychologie, 11, 151-166.
36. Möller, J. & Köller, O. (2001 a). Dimensional comparisons: An experimental approach to the internal/external frame of reference model. Journal of Educational Psychology, 93, 826-835.
37. Möller, J. & Köller, O. (2001b). Frame of reference effects following the announcement of exam results. Contemporary Educational Psychology, 26, 277-287.
38. Möller, J. & Köller, O. (2004). Die Genese akademischer Selbstkonzepte: Effekte dimensionaler und sozialer Vergleiche. Psychologische Rundschau, 55, 19-27.
39. Möller, J., Pohlmann, B., Streblow, L. & Kauffmann, J. (2002). Spezifität von Begabungsüberzeugungen als Determinante des fachbezogenen Selbstkonzepts der Begabung. Zeitschrift für Pädagogische Psychologie, 16, 87-97.
40. Möller, J., Streblow, L. & Pohlmann, B. (2002). Leistung und Selbstkonzept von lernbehinderten Schülern. Heilpädagogische Forschung, 28, 132-139.
41. Plucker, J. & Stocking, V. B. (2001). Looking outside and inside self-concept development of gifted adolescents. Exceptional Children, 67, 535-548.
42. Pohlmann, B. (in Druck). Konsequenzen dimensionaler Vergleiche. Münster: Waxmann.
43. Purkey, W. W. (1978). Inviting school success. Belmont, CA: Wadsworth.
44. Reynolds, D.J. & Gifford, R. (2001). The sounds and sights of intelligence: A lens model channel analysis. Personality and Social Psychology Bulletin, 27, 187-200.
45. Shavelson, R. J., Hubner, J. J. & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407-441.
46. Shavelson, R. J. & Marsh, H. W. (1986). On the structure of self-concept. In R. Schwarzer (Ed.), Anxiety and cognitions (pp. 305-330). Hillsdale, NJ: Erlbaum.
47. Shrauger, J. S. & Schoenemann, T. J. (1979). Symbolic interactionists view of self-concept: Through the looking-glass darkly. Psychological Bulletin, 86, 549-573.
48. Skaalvik, E. M. & Rankin, R. J. (1990). Math, verbal, and general academic self-concept: The internal/external frame of reference model and gender differences in self-concept structure. Journal of Educational Psychology, 82, 546-554.
49. Skaalvik, E. M. & Rankin, R. J. (1992). Math and verbal achievement and self-concepts: Testing the internal/external frame of reference model. Journal of Early Adolescence, 12, 267-279.
50. Skaalvik, E. M. & Rankin, R. J. (1995). A test of the internal/external frame of reference model at different levels of math and verbal self-perception. American Educational Research Journal, 35, 161-184.
51. Soares, L. M. & Soares, A. T. (1977, April). The self-concept: Mini, maxi, multi? Paper presented at the Annual Meeting of the American Educational Research Association, New York.
52. Soares, L. M. & Soares, A. T. (1982, July). Convergence and discrimination in academic self-concepts. Paper presented at the 20th Congress of the International Association of Applied Psychology, Edinburgh, Scotland.
53. Streblow, L. (2004). Bezugsrahmen und Selbstkonzeptgenese. Münster: Waxmann.
54. Tay, M. P., Licht, B. G. & Tate, R. L. (1995). The internal/external frame of reference in adolescents' math and verbal self-concepts: A generalization study. Contemporary Educational Psychology, 20, 392-402.
55. Williams, J. E. & Montgomery, D. (1995). Using frame of reference theory to understand the self-concept of academically able students. Journal for the Education of the Gifted, 18, 400-409.