Childrens' notions of the malleability of their academic ability in the mother tongue and mathematics

International Journal of Phytoremediation

Volumn 48, Issue 4, 2004, Pages 413-426

  Räty, Hannu ^a   Kasanen, Kati ^a   Kiiskinen, Johanna ^a   Nykky, Merja ^a   Atjonen, Päivi ^a  

^a UNIVERSITY OF EASTERN FINLAND   (Finland)

Author keywords

Gender difference; Malleability of ability (conceptions of); Mathematics; Mother tongue

Indexed keywords

EID: 42449100371     PISSN: 15226514     EISSN: 15497879     Source Type: Journal    
DOI: 10.1080/0031383042000245807     Document Type: Article

References (28)

1. Aho S, (1996) Lapsen minäkäsitys ja itsetunto [Child's self concept and self-esteem; in Finnish] Helsinki: Edita
2. Bornholt, LJ. (2000). The gendered nature of competence: Specific and general aspects of self knowledge in social contexts. Journal of Applied Social Psychology, 30: 350–370.
3. Bouffard, T, Marcoux, M-F, Vezeau, C, and Bordeleau, L. (2003). Changes in self-perceptions of competence and intrinsic motivation among elementary school children. British Journal of Educational Psychology, 73: 171–186.
4. Cann, A, and Palmer, S. (1986). Children's assumptions about the generalizability of sex-typed abilities. Sex Roles, 14: 551–558.
5. Droege, K, and Stipek, D. (1993). Children's use of dispositions to predict classmates' behavior. Developmental Psychology, 29: 646–654.
6. Dweck CS, (1999) Self-theories. Their role in motivation, personality, and development. Essays in social psychology Howe: Taylor & Francis
7. Dweck C, Elliot E, (1983) Achievement motivation In P. Mussen & E. Hetherington (Eds.) Handbook of child psychology New York: Wiley
8. Eccles, JS, Jacobs, JE, and Harold, RD. (1990). Gender role stereotypes, expectancy effects, and parents' socialization of gender differences. Journal of Social Issues, 46: 186–201.
9. Eccles, JS, Wigfield, A, Harold, RD, and Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64: 830–847.
10. Faria, L. (1996). Personal conceptions of intelligence: A developmental study in Portugal. Psychological Reports, 79: 1299
11. Fredricks, JA, and Eccles, JS. (2002). Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38: 519–533.
12. Harter, S. (1982). The perceived competence scale for children. Child Development, 53: 87–97.
13. Kasanen, K, Räty, H, and Snellman, L. (2003). Learning the class test. European Journal of Psychology of Education, 18: 43–58.
14. Kupari P, (1993) Laskutaidotko kadonneet? Peruskoululaiset matematiikan kokijoina ja taitajina [Mathematical proficiency among the comprehensive school pupils; in Finnish] In P. Linnakylä & H. Saari (Eds.) Oppiiko oppilas peruskoulussa? Peruskoulun arviointi 90-tutkimuksen tuloksia [Does a student learn in the comprehensive school? A survey of the learning outcome of the comprehensive school]Kasvatustieteiden tutkimuslaitos, Jyväskylän yliopisto. Jyväskylä: Kirjapaino Oma
15. Kupari P, (1996) Miten peruskoululaisten matematiikan oppimiselle on käynyt säästöjen kourissa? [Mathematical proficiences among the comprehensive school pupils: In Finnish] In R. Jakku-Sihvonen, A. Lindström & S. Lipsanen (Eds.) Toteuttaako peruskoulu tasa-arvoa [Does comprehensive school advance equality?]. Helsinki: Opetushallitus
16. Marsh, HW. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81: 417–430.
17. Nicholls, JG. (1978). The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 49: 800–814.
18. Nicholls, JG. (1979). Development of perception of attainment and causal attributions for success and failure in reading. Journal of Educational Psychology, 71: 94–99.
19. Nicholls, JG, Patashnick, M, and Mettetal, G. (1986). Conceptions of ability and intelligence. Child Development, 57: 636–645.
20. Räty, H, and Snellman, L. (1997). Children's images of an intelligent person. Journal of Social Behavior and Personality, 12: 773–784.
21. Räty, H, Snellman, L, and Kasanen, K. (1999). Children's representations of ability and their changes during the first school year. Scandinavian Journal of Educational Research, 43: 249–258.
22. Räty, H, Kasanen, K, and Snellman, L. (2002). What makes one able? The formation of pupils' conceptions of academic ability. International Journal of Early Years Education, 10: 121–136.
23. Rosenholtz, S, and Simpson, C. (1984). The formation of ability conceptions: Developmental trend or social construction?. Review of Educational Research, 54: 31–63.
24. Simpson, S, Licht, B, Wagner, R, and Stader, S. (1996). Organization of children's academic-related self-perceptions. Journal of Educational Psychology, 88: 387–396.
25. Stipek, D, and MacIver, D. (1989). Developmental change in children's assessment of intellectual competence. Child Development, 60: 521–538.
26. Tuomi P, (1996) Peruskoululaisen minäkuva oppijana [Academic self concept of the comprehensive school pupils; in Finnish] In R. Jakku-Sihvonen, A. Lindström & S. Lipsanen (Eds.) Toteuttaako peruskoulu tasa-arvoa? [Does comprehensive school advance equality?]. Helsinki: Opetushallitus
27. Weiner B, (1986) An attributional theory on motivation and emotion New York: Springer-Verlag
28. Yussen S, Kane P, (1983) Children's ideas about intellectual ability In R. Leahy (Ed.) The child's construction of social inequality New York: Academic Press