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dc.contributor.authorPesu, Laura
dc.contributor.authorViljaranta, Jaana
dc.contributor.authorAunola, Kaisa
dc.date.accessioned2016-06-03T04:25:12Z
dc.date.available2018-04-18T21:45:05Z
dc.date.issued2016
dc.identifier.citationPesu, L., Viljaranta, J., & Aunola, K. (2016). The role of parents' and teachers' beliefs in children's self-concept development. <i>Journal of Applied Developmental Psychology</i>, <i>44</i>(May-June), 63-71. <a href="https://doi.org/10.1016/j.appdev.2016.03.001" target="_blank">https://doi.org/10.1016/j.appdev.2016.03.001</a>
dc.identifier.otherCONVID_25660588
dc.identifier.otherTUTKAID_69790
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/50057
dc.description.abstractThis 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.
dc.language.isoeng
dc.publisherPergamon Press
dc.relation.ispartofseriesJournal of Applied Developmental Psychology
dc.subject.otherself-concept of ability
dc.subject.otherfirst grade
dc.subject.otherteacher's beliefs
dc.subject.othermother's beliefs
dc.subject.otherfather's beliefs
dc.titleThe role of parents' and teachers' beliefs in children's self-concept development
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201604202264
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2016-04-20T09:15:30Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange63-71
dc.relation.issn0193-3973
dc.relation.numberinseriesMay-June
dc.relation.volume44
dc.type.versionacceptedVersion
dc.rights.copyright© 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.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1016/j.appdev.2016.03.001


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