The role of parents' and teachers' beliefs in children's self-concept development
Pesu, L., Viljaranta, J., & Aunola, K. (2016). The role of parents' and teachers' beliefs in children's self-concept development. Journal of Applied Developmental Psychology, 44 (May-June), 63-71. doi:10.1016/j.appdev.2016.03.001
Published inJournal of Applied Developmental Psychology
© 2016 Elsevier Inc. This is a final draft version of an article whose final and definitive form has been published by Elsevier. Published in this repository with the kind permission of the publisher.
This study examined to what extent parents' and teachers' beliefs about children's abilities predict children's self-concept of math and reading ability development during the first grade, and whether these predictions depend on the child's gender and level of performance. One hundred fifty-two children and their parents and teachers were followed across first grade. The results showed, first, that the associations between teachers' beliefs and children's subsequent self-concept of ability depended on the level of the children's performance. Among high-performers, the higher the teachers' beliefs about their students' abilities in reading or in math, the higher the subsequent level of self-concept of ability. Among low-performers no association was found between teachers' beliefs and students' self-concept of ability in either reading or math. Second, mothers' and fathers' beliefs were not predictive of children's self-concept of math and reading ability during first grade. Overall, these results suggest that during the first grade it is teachers' rather than parents' beliefs, that play a role in children's self-concept of ability. In teacher education, emphasis should therefore be placed on the importance of supporting children's developing self-concept as well as teaching new academic skills. ...