| Achievement differences and self-concept differences: stronger associations for above or below average students? | |
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MedLine Citation:
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PMID: 20109275 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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BACKGROUND: On the one hand, achievement indicators like grades or standardized test results are strongly associated with students' domain-specific self-concepts. On the other hand, self-evaluation processes seem to be triggered by a self-enhancing means of information processing. As a consequence, above average students have more positive self-concepts than average students whereas below average students have lower self-concepts than average students. AIMS: Imagine that two students, one above average, the other below average, have identical achievement differences to an average student. Will their self-concepts also share identical differences with the average students' self-concept? Our hypothesis is that students who achieve above average develop self-concepts that are more distinct from average achieving students' self-concepts than are below average achieving students' self-concepts. SAMPLE: In Study 1, N=382 7th-10th graders (62.2% female) from several academic track (Gymnasium) schools in Germany served as participants. Students' ages ranged between 12 and 16 years (M=14.76, SD=6.24). In Study 2, the sample comprised N=1,349 students (49% girls) with a mean age of M=10.87 (SD=0.56) from 60 primary schools that were drawn representatively from a federal German state. In an experimental Study 3, N=81 German teacher education students (76.5% female) aged between 18 and 40 years (M=22.38, SD=3.80) served as participants. METHOD: Two field studies and one experimental study were conducted. RESULTS: In all three studies, achievement differences between above average and average students were identical to those between average and below average students. However, self-concept differences between above average and average achieving students were greater than those identified between average and below average students. CONCLUSIONS: As our studies show, self-enhancement and self-protection processes lead above average students to develop self-concepts that are more distinct from average students' self-concepts than those of below average students' self-concepts. |
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Authors:
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Jens Möller; Britta Pohlmann |
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Publication Detail:
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Type: Comparative Study; Journal Article; Randomized Controlled Trial Date: 2010-01-28 |
Journal Detail:
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Title: The British journal of educational psychology Volume: 80 ISSN: 0007-0998 ISO Abbreviation: Br J Educ Psychol Publication Date: 2010 Sep |
Date Detail:
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Created Date: 2010-07-30 Completed Date: 2010-10-18 Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 0370636 Medline TA: Br J Educ Psychol Country: England |
Other Details:
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Languages: eng Pagination: 435-50 Citation Subset: IM |
Affiliation:
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Department of Psychology, University of Kiel, Germany. jmoeller@psychologie.uni-kiel.de |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Achievement* Adolescent Adult Child Feedback, Psychological Female Germany Humans Individuality Male Personality Inventory / statistics & numerical data Psychometrics Reading Self Concept* Students / psychology* Underachievement Young Adult |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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