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Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self‐concept
dc.contributor.authorGniewosz, Burkharden_US
dc.contributor.authorEccles, Jacquelynne S.en_US
dc.contributor.authorNoack, Peteren_US
dc.date.accessioned2012-08-09T14:56:55Z
dc.date.available2013-10-01T17:06:32Zen_US
dc.date.issued2012-08en_US
dc.identifier.citationGniewosz, Burkhard; Eccles, Jacquelynne S.; Noack, Peter (2012). "Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self‐concept." Social Development 21(3). <http://hdl.handle.net/2027.42/92444>en_US
dc.identifier.issn0961-205Xen_US
dc.identifier.issn1467-9507en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/92444
dc.description.abstractThis study focuses on processes involved in students' academic self‐concept constructions before, during, and after secondary school transition. The study is based on a four‐wave longitudinal dataset (N = 1953). Structural equation modeling showed that during school transition, the impact of grades on students' academic self‐concepts in Math and English decreased whereas the effects of maternal competence perceptions increased. After the transition, the effects of grades increased, while the effects maternal competence beliefs decreased again. The results are interpreted in terms of differential emphasizing of sources of information for students' self‐concept construction. During school transition, elementary school grades lost informational value for self‐evaluations due to the changed frame of reference. To secure stable and valid self‐assessments, students emphasized other sources than grades; in this, case information obtained through parental competence appraisals. After transition, when valid grades were available for the students' constructions again, the temporarily heightened parental influence decreased again.en_US
dc.publisherWiley Periodicals, Inc.en_US
dc.publisherBlackwell Publishing Ltden_US
dc.subject.otherAcademic Competence Beliefsen_US
dc.subject.otherParentsen_US
dc.subject.otherSchool Transitionen_US
dc.subject.otherGradesen_US
dc.titleSecondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self‐concepten_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelSociologyen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationotherFriedrich‐Schiller‐University Jenaen_US
dc.contributor.affiliationotherUniversity of Würzburgen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/92444/1/j.1467-9507.2011.00635.x.pdf
dc.identifier.doi10.1111/j.1467-9507.2011.00635.xen_US
dc.identifier.sourceSocial Developmenten_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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