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Under a Creative Commons license Open access Highlights• Students value school more the higher the mathematics and verbal self-concepts are. •The interaction between ability self-concepts was statistically significant. •Response surface methodology allowed for a sound investigation of those effects. •Even a single low self-concept was associated with low valuing of school. AbstractExpanding the prevalent within-domain perspective, the present study investigated how students' domain-specific ability self-concepts relate to the value they attach to school. With a longitudinal design and a sample of N = 1592 lower secondary school students from n = 82 classes in different educational tracks, we tested the hypothesis that mathematics and verbal self-concept interact in predicting how students value school. In addition to statistically significant main effects, structural equation modeling revealed the expected latent interaction effect. Response surface methodology demonstrated that students valued school more highly when their ability self-concepts were high in both domains rather than just one; a single low self-concept predisposed students to attach less value to school just as much as low self-concepts in both domains did. Helping all students frame attainable goals, thereby providing them with opportunities to experience success across domains, might increase the value they attach to school. KeywordsMotivation Academic self-concept Devaluation Cited by (0)© 2016 The Authors. Published by Elsevier Inc. 28. Domain-specific evaluations of the self are referred to asself-esteem.→self-concept.self-awareness.self-understanding.Page 5 of 13 Multiple Choice QuestionAccessibility: Keyboard NavigationBloom's: ApplicationDifficulty: BasicLearning Objective: 11-02 Explain self-esteem and self-concept.29. Which represents a statement of self-esteem? Get answer to your question and much more
Multiple Choice QuestionAccessibility: Keyboard NavigationBloom's: ApplicationDifficulty: ModerateLearning Objective: 11-02 Explain self-esteem and self-concept.30. Self-concept is to self-esteem asconcrete is to abstract.→specific is to global.positive affectivity is to negative affectivity.understanding is to evaluation. Multiple Choice QuestionAccessibility: Keyboard NavigationBloom's: AnalysisDifficulty: ModerateLearning Objective: 11-02 Explain self-esteem and self-concept.31. Harter's (1985) Self-Perception Profile for Children is used to evaluateself-understanding.possible selves.perspective taking.→self-concept. Multiple Choice QuestionAccessibility: Keyboard NavigationBloom's: KnowledgeDifficulty: ModerateLearning Objective: 11-02 Explain self-esteem and self-concept.32. The Self-Perception Profile for Children is designed to be used withpreschoolers.kindergartners.→third-grade through sixth-grade children.seventh-grade through twelfth-grade children. Multiple Choice QuestionAccessibility: Keyboard NavigationBloom's: KnowledgeDifficulty: BasicLearning Objective: 11-02 Explain self-esteem and self-concept.33. The Self-Perception Profile for Children taps all of the following domains of self-concept,except: Get answer to your question and much more
Multiple Choice QuestionAccessibility: Keyboard NavigationBloom's: EvaluationDifficulty: ModerateLearning Objective: 11-02 Explain self-esteem and self-concept.34. How is the Self-Perception Profile for Adolescents different from the Self-Perception Profile for Children? Get answer to your question and much more What is domain specific evaluations of the self?Eight domains of self-evaluations were assessed: academic abilities, athletic abilities, physical appearance, morality, romantic relationships, social acceptance, mathematics, and verbal abilities.
What is also called self worth or self image?Self-esteem (also known as self-worth) refers to the extent to which we like, accept or approve of ourselves, or how much we value ourselves. Self-esteem always involves a degree of evaluation and we may have either a positive or a negative view of ourselves.
What is the strongest predictor of adolescent selfAmong all factors examined, locus of control was the strongest predictor of self-esteem. Although these two variables are significantly correlated (r = . 263, p < .
Which of the following contributes to an adolescents selfRelationships with parents and relationships with peers are two important sources of social support that contribute to adolescents' self-esteem (Harter, 1990; Savin-Williams & Demo, 1983).
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