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Elementary school children's spelling-specific self-beliefs : longitudinal analyses of their relations to academic achievement, school attitudes, and self-esteem /
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Nova Publishers,
c2012.
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| Colección: | Education in a competitive and globalizing world series.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- ELEMENTARY SCHOOL CHILDREN'S SPELLING-SPECIFIC SELF-BELIEFS; Library of Congress Cataloging-in-Publication Data ; Contents; Preface; Introduction; Chapter 1 Academic Self-Beliefs; A Social Cognitive Perspective on Academic Achievement; Perceptions of Personal Competence, Control. and Threat ; Academic Self-Concept; Structural Components; Dimensional Comparison Effects; Social Comparison Effects; Gender Differences; Causal Ordering; Causal Attributions; Test Anxiety; A Basic Research Model of Academic Self-Beliefs; Chapter 2 Empirical Analyses of Academic Self-Beliefs in the Spelling Domain.
- Review of Empirical Research FindingsPrevious Own Research Results; Chapter 3 Academic Self-Beliefs in the Spelling Domain: The Present Study; Overall Background and Conceptualization; Sample Characteristics and Procedure; Measurement of Self-Belief and Achievement Variables; Spelling Achievement; Performance in Other Subject Matters; Spelling-Specific Self-Concept; Error-Related Self-Estimates; Spelling-Specific Test Anxiety; Causal Attributions of Dictation Outcomes; General Academic Self-Concept; General School Attitudes; Global Self-Esteem; Gender; Statistical Analyses.
- Chapter 4 The Measuring of Spelling-Specific Self-ConceptScale Development and Research Objectives; Results; Dimensional Analyses and Scale Formation; Validation Results; Change Over Time; Discussion; Chapter 5 Longitudinal Relations between Self-Concept and Achievement; Research context and Objectives; Results; Discussion; Chapter 6 Differentiating the Construct: Error-Related Self-Estimates; Scale Development and Research Objectives; Results; Dimensional Analyses and Scale Formation; Validation Results; Discussion.
- Chapter 7 Longitudinal Relations between Test-Anxiety, Self-Concept, and Self-EsteemResearch Context and Objectives; Results; Relations among Constructs; Change Over Time; Discussion; Chapter 8 Longitudinal Relations between Self-Concept, Test Anxiety, Self-Esteem and School Attitudes; Research Context and Objectives; Results; Relations among Constructs; Change Over Time; Discussion; Chapter 9 Causal Attributions of Success and Failure in Spelling; Scale Development and Research Objectives; Results; Dimensional Analyses and Scale Formation; Validation Results; Attributional Patterns.
- Change Over TimeDiscussion; Chapter 10 Summary and Conclusion; Study Results; Conceptual Implications; Methodological Implications; Educational Implications; References; Appendices; Appendix A; Item List: Spelling-Specific Self-concept (Final scale version); Appendix B; Item List: Causal Attributions of Dictation Outcome (Final scale version) ; Appendix A; Item list: Spelling-Specific Self-concept (Final scale version); Appendix B; Item list: Causal Attributions of Dictation Outcome (Final scale versions); Index.