The effects of selective schooling and self-concept on adolescents' academic aspiration: An examination of Dweck's self-theory

British Journal of Educational Psychology

Volumn 77, Issue 3, 2007, Pages 613-632

  Ahmavaara, Anni ^a   Houston, Diane M ^a  

^a UNIVERSITY OF KENT   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADOLESCENT; ARTICLE; DECISION MAKING; FEMALE; HUMAN; LEARNING; MALE; MOTIVATION; PSYCHOLOGICAL THEORY; QUESTIONNAIRE; SELF CONCEPT;

ACHIEVEMENT; ADOLESCENT; CHOICE BEHAVIOR; FEMALE; HUMANS; LEARNING; MALE; MOTIVATION; PSYCHOLOGICAL THEORY; QUESTIONNAIRES; SELF CONCEPT;

EID: 35348901900     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709906X120132     Document Type: Article

References (74)

1. Ablard, K. E., & Mills, C. J. (1996). Implicit theories of intelligence and self-perception of academically talented adolescents and children. Journal of Youth and Adolescence, 25, 137-148.
2. Abrams, D., Ando, K., & Hinkle, S. (1998). Psychological attachment to the group: Cross-cultural differences in organizational identification and subjective norms as predictors of workers' turnover intentions. Personality and Social Psychology Bulletin, 10, 1027-1039.
3. Abrams, D., & Hogg, M. A. (1988). Comments on the motivational status of self-esteem in social identity and intergroup discrimination. European Journal of Social Psychology, 18, 317-334.
4. Abrams, D., Hogg, M. A., Hinkle, S. W., & Otten, S. (2005). The social identity perspective on groups: The interface of social and individual processes. In M. S. Poole & A. B. Hollingshead (Eds.), Theories of small groups: Interdisciplinary perspectives (pp. 99-138). Thousand Oaks, CA: Sage.
5. Abramson, L. Y., Seligman, M. E. P., & Teasdale, I. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Applied Psychology, 84, 49-59.
6. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions, Thousand Oaks, CA: Sage.
7. Atkinson, A. & Wilson, D. (2003). Measuring pupil attainment in English secondary schools: A preliminary analysis. CMPO Working Paper Series No. 03/063- Bristol: CMPO.
8. Barber, M. (1994). Young people and their attitudes to school. Interim report of a research project in the Centre for Successful Schools. Keele University.
9. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
10. Baumeister, F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2004). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1-44.
11. Beery, R. G. (1975). Fear of failure in the student experience. Personnel and Guidance Journal, 54, 191-203.
12. Block, J., & Robins, R. W. (1993). A longitudinal study of consistency and change in self-esteem from early adolescence to early adulthood. Child Development, 64, 909-923.
13. Bolognini, M., Plancherel, B., Bettschart, W., & Halfon, O. (1996). Self-esteem and mental health in early adolescence: Development and gender differences. Journal of Adolescence, 19, 233-245.
14. Bouffard, T., Marcoux, M. F., Vezeau, C., & Bordeleau, L. (2003). Changes in self-perceptions of competence and intrinsic motivation among elementary schoolchildren. British Journal of Educational Psychology, 73, 171-186.
15. Bright, M. (1998). Caught in the gender gap. The Observer, 4 January.
16. Chapman, J. W., & Tunmer, W. E. (1997). A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology, 67, 279-291.
17. Chubb, N. H., Fertman, C. I., & Ross, J. L. (1997). Adolescence self-esteem and locus of control: A longitudinal study of gender and age differences. Adolescence, 22, 69-76.
18. Davies, J., & Brember, I. (1999). Reading and mathematics attainments and self-esteem in years 2 and 6; an eight-year cross-sectional study. Educational Studies, 25, 145-157.
19. Department of Education and Skills. (2005). Secondary school achievement and attainment tables 2005. Retrieved from www.dfes.gov.uk/ performancetables/schools_05.
20. Dweck, C. S. (1990). Motivation. In R. Glaser & A. Lesgold (Eds.), Foundations for a cognitive psychology of education (pp. 187-239). Hillsdale, NJ: Erlbaum.
21. Dweck, C. S. (1996). Implicit theories as organisers of goals and behaviour. In P. Gollwitzer & J. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behaviour (pp. 69-90). New York: Guilford.
22. Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Hove: Psychology Press.
23. Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgements and reactions: A world from two perspectives. Psychological Inquiry, 6, 267-285.
24. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
25. Erdley, C. G., & Dweck, C. S. (1993). Children's implicit theories as predictors of their social judgments. Child Development, 64, 863-878.
26. Farmer, R. F., Jarvis, L. L., Berent, M. K., & Corbett, A. (2001). Contributions to global self-esteem: The role of importance attached to self-concepts associated with the five-factor model. Journal of Research in Personality, 23, 1-17.
27. Finn, K. V., & Frone, R. M. (2004). Academic performance and cheating: Moderating role of school identification and self-efficacy. Journal of Educational Research, 97, 115-122.
28. Freeman, J. (2004). Cultural influences on gifted gender achievement. High Ability Studies, 15(1), 8-23.
29. Gamoran, A., & Berends, M. (1987). The effects of stratification in secondary schools: Synthesis of survey and ethnographic research. Review of Educational Research, 57, 415-435.
30. Gervey, B., Chiu, C., Hong, Y., & Dweck, C. S. (1999). Differential use of person information in decision-making about guilt vs. innocence: The role of implicit theories. Personality and Social Psychology Bulletin, 25, 17-27.
31. Gilligan, C., Lyons, N., & Hamner, T. (Eds.). (1990). Making connections: The relational worlds of girls at Emma Willard School. Cambridge, MA: Harvard Press.
32. Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
33. Goodman, L. A. (1960). On the exact variance of products. Journal of the American Statistical Association, 55, 708-713.
34. Greenberg-Lake, R. (1991). Shortchanging girls, shortchanging America. Washington, DC: American Association of University Women.
35. Greenwald, A., McGhee, D., & Schwartz, J. (1998). Measuring individual differences in implicit cognition: The implicit association test. Journal of Personality and Social Psychology, 74, 1464-1480.
36. Hansford, B. C., & Hattie, J. A. (1982). The relationship between self and achievement/performance measures. Review of Educational Research, 52, 123-142.
37. Harper, J. F., & Marshall, E. (1991). Adolescents' problems and their relationship to self-esteem. Adolescence, 26, 799-808.
38. Henderson, V., & Dweck, C. S. (1990). Achievement and motivation in adolescence: A new model and data. In S. Feldman & G. Elliott (Eds.), At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press.
39. Hong, Y., Chiu, C., Dweck, C. S., & Lin, D. (1998). A test of implicit theories and self-confidence as predictors of responses to achievement challenges. Unpublished Manuscript. In Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Hove: Psychology Press.
40. Houston, D. M. (1995). Vulnerability to depressive mood reactions: Retesting the hopelessness model of depression. British Journal of Social Psychology, 34, 293-302.
41. Houston, D. M. (2000). Attribution, social comparison and academic performance. End of Award Report to ESRC.
42. Houston, D. M., & Andreopoulou, A. (2003). Tests of both corollaries of social identity theory's self-esteem hypothesis in a real group setting. British Journal of Social Psychology, 42, 357-370.
43. Ireson, J., Hallam, S., & Plewis, I. (2001). Ability grouping in secondary schools: Effects on pupils' self-concepts. British Journal of Educational Psychology, 71, 315-326.
44. Jesson, D. (2006). The Performance of pupils and schools in selective and non-selective local authorities. In D. Hewlett, M. Ring, & R. Tulloch (Eds.), Comprehensive education: Evolution, achievements and new directions. Northampton: University of Northampton Press.
45. Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic competence make a difference? Contemporary Educational Psychology, 22, 415-435.
46. Kilmartin, C. (1994). The masculine self. New York: Macmillan.
47. King, L., & Emmons, R. (1990). Conflict over emotional expression: Psychological and physical correlates. Journal of Personality and Social Psychology, 58, 864-877.
48. Kling, K. C., Hyde, J. S., Showers, C. J., & Buswell, B. N. (1999). Gender differences in self-esteem: A meta-analysis. Psychological Bulletin, 123, 470-500.
49. Leggett, E. L. (1985, March). Children's entity and incremental theories of intelligence: Relationships to achievement behaviour. Paper presented at the annual meeting of the Eastern Psychological Association, Boston. In Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Hove: Psychology Press.
50. Leondari, A., & Gialamas, V. (2002). Implicit theories, goal orientations, and perceived competence: Impact on students' achievement behaviour. Psychology in the Schools, 39, 279-291.
51. Levy, S., Stroessner, S., & Dweck, C. S. (1998). Stereotype formation and endorsement: The role of implicit theories. Journal of Personality and Social Psychology, 74, 1421-1436.
52. Licht, B. G., & Dweck, C. S. (1984b). Sex differences in achievement orientations: Consequences for academic choices and attainments. In M. Marland (Ed.), Sex differentiation and schooling. London: Heinemann.
53. Licht, B. G, Linden, T. A., Brown, D. A., & Sexton, M. A. (1984, August). Sex differences in achievement orientation: An 'A' student phenomenon? Paper presented at the meeting of the American Psychological Association, Washington, DC. In Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Hove: Psychology Press.
54. Liska, A. E., & Reed, M. D. (1985). Ties to conventional institutions and delinquency: Estimating reciprocal effects. American Sociological Review, 50, 547-560.
55. Lynch, J. R., & Kilmartin, C. T. (1999). The pain behind the mask: Overcoming masculine depression. New York: Haworth Press.
56. Mackenzie, C. G. (1989). The Eleven-plus examination in developing countries: A case study. Educational Studies, 15, 281-299.
57. Moran, P. B., & Eckenrode, J. (1991). Gender differences in the costs and benefits of peer relationships during adolescence. Journal of Adolescence Research, 6, 396-409.
58. Morris, E. (1996). Boys will be boys? Closing the gender gap. Labour Party Consultation Document.
59. Muller, D., Judd, C. M., & Yzerbyt, V. Y. (2005). When moderation is mediated and mediation is moderated. Journal of Personality and Social Psychology, 89, 852-863.
60. Oakes, A. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
61. Pennebaker, J. W. (1995). Emotion, disclosure, and health: An overview. In J. W. Pennebaker (Ed.), Emotion, disclosure, and health (pp. 3-10). Washington, DC: American Psychological Association.
62. Polce-Lynch, M., Myers, B. J., Kilmartin, C. T., Forssmann-Falck, R., & Kliewer, W. (1998). Gender and age patterns in emotional expression, body image, and self-esteem: A qualitative analysis. Sex Roles, 38, 1025-1048.
63. Pollack, W. S. (1999). Real boys: Rescuing our sons from the myths of boyhood. New York: Owl Books.
64. Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
65. Salminen, S. (1994). Sex roles and values of school children using self-esteem as a moderating factor. Adolescence, 29, 116.
66. Schagen, I., & Schagen, S. (2002). A fair comparison: Selective vs. comprehensive education. Education Journal, 60, 26-7, 30.
67. Skaalvik, E. M., & Hagtvet, K. A. (1990). Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, 292-307.
68. Stockard, J. (1980). Sex inequities in the experiences of students. In J. Stockard (Ed.), Sex equity in education (pp. 49-77). London: Academic Press.
69. Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In S. Worchel & W. G. Austin (Eds.), The social psychology of intergroup relations (pp. 33-47). Monterey: Brooks/Cole.
70. Thompson, T., & Dinnel, D. L. (2003). Construction and initial validation of the self-worth protection scale. British Journal of Educational Psychology, 73, 89-107.
71. Whitelaw, S., Milosevic, L., & Daniels, S. (2000). Gender, behaviour and achievement: A preliminary study of pupil perceptions and attitudes. Gender and Education, 12, 87-113.
72. Williams, E. (1995). Lapped by girls. Time Educational Supplement, 14th July.
73. Wylie, R. C. (1979). The self-concept: Vol. 2. Theory and research on selected topics. Nebraska: University of Nebraska Press.
74. Zimmerman, M. A., Copeland, L. A., Shope, J. T., & Dielman, T. E. (1997). A longitudinal study of self-esteem: Implications for adolescent development. Journal of Youth and Adolescence, 26, 117-141.