دورية أكاديمية
Selective Importance in Self-Enhancement: Patterns of Feedback Adolescents Use to Improve Math Self-Concept
| العنوان: | Selective Importance in Self-Enhancement: Patterns of Feedback Adolescents Use to Improve Math Self-Concept |
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| اللغة: | English |
| المؤلفون: | McPartlan, Peter (ORCID |
| المصدر: | Journal of Early Adolescence. Feb 2021 41(2):253-281. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| تاريخ النشر: | 2021 |
| Sponsoring Agency: | National Institute of Mental Health (DHHS/NIH) National Science Foundation (NSF) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) |
| Contract Number: | MH31724 BNS8510504 HD17296 DBS9215008 DBS9215016 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools Junior High Schools Secondary Education |
| Descriptors: | Teaching Methods, Mathematics Instruction, Self Concept, Mathematics Skills, Comparative Analysis, Social Theories, Student Attitudes, Grade 6, Longitudinal Studies, Middle School Students, Self Concept Measures, Parent Child Relationship, Teacher Student Relationship, Peer Relationship, Feedback (Response), Correlation |
| مصطلحات جغرافية: | Michigan |
| DOI: | 10.1177/0272431620912487 |
| تدمد: | 0272-4316 |
| مستخلص: | We illustrate how early adolescents use different patterns of ability feedback to promote a positive self-concept of ability (SCA) in mathematics. Students can simultaneously use ability appraisals from parents and teachers, while also drawing information from peer, dimensional, and temporal comparisons. Although we find these five sources are equally important for promoting students' positive SCA, on average, we use a pattern-centered approach to show that students who believe they are good at math often select certain feedback sources as more important to develop this belief. We find that students' patterns of ability feedback are unstable, with evidence suggesting different patterns may emerge depending on the availability of ability feedback. Findings suggest early adolescents attempting to promote their own positive SCA in mathematics may know to seek different feedback sources depending on their individual circumstances. Implications are discussed through the lens of social comparison theory. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1285227 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0272-4316 |
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| DOI: | 10.1177/0272431620912487 |