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. https://doi.org/10.1016/j.appdev.2016.03.001
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Journal of Applied Developmental PsychologyDate
2016Copyright
© 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.
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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.
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Pergamon PressISSN Search the Publication Forum
0193-3973Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/25660588
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