ORCID: https://orcid.org/0000-0003-2091-3125; Niklas, Frank
ORCID: https://orcid.org/0000-0002-3777-7388; Logan, Danielle and Tayler, Collette
(2016):
The self-reported academic self-concept of four-year-old children: global and fixed, or nuanced and changing in the year before school?
In: Australasian Journal of Early Childhood, Vol. 41, No. 3: pp. 4-10
Abstract
Studies have shown that academic self-concept and academic achievement are closely related and that academic self-concept is multidimensional. Most studies on academic self-concept have been conducted with school age children and little is known about developing academic self-concept in younger children. In this study, we investigated the evolving academic self-concept of a sample of 97 four-year-old children attending four different early childhood settings across Melbourne, Australia, during the year prior to school commencement. Analysis indicated that at this age, academic self-concept remains a global construct rather than distinguishable into literacy and numeracy self-concepts, and has little connection with children's actual performance on a range of assessment measures. In addition, children overestimated their academic self-concept to a lesser degree at the end of the year than at the start of the year. Implications for early childhood education pedagogy are discussed.
Item Type: | Journal article |
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Faculties: | Psychology and Education Science > Department Psychology > Education and Educational Psychology |
Subjects: | 100 Philosophy and Psychology > 150 Psychology 300 Social sciences > 370 Education |
Item ID: | 69061 |
Date Deposited: | 26. Sep 2019, 09:53 |
Last Modified: | 24. Nov 2021, 12:22 |