Elementary School Children's Spelling-Specific Self-Beliefs

Longitudinal Analyses of their Relations to Academic Achievement, School Attitudes, and Self-Esteem

authored by

Günter Faber

Abstract

This book presents a study that concerns itself with selected findings on the measurement of the spelling-specific self-concept, on the causal ordering between the spelling-specific self-concept and spelling achievement, on the relationships between the spelling-specific self-concept and causal attributions of dictation outcomes as well as on the relationships between the spelling-specific self-concept, spelling-specific test anxiety, and global self-esteem variables and on the relationships between the spelling self-concept and test anxiety, global self-esteem, and school attitude variables. Moreover, an empirical approach to further differentiate the spelling-specific self-concept and thus to analyze a more task-specific facet is documented. Altogether, these findings can provide strong evidence for a basic model of academic self-beliefs in the spelling domain.

Organisation(s)

Institute of Psychology

Type

Monograph

No. of pages

165

Publication date

2012

Publication status

Published

Peer reviewed

Yes

ASJC Scopus subject areas

General Social Sciences