Details
| Originalsprache | Englisch |
|---|---|
| Erscheinungsort | New York |
| Seitenumfang | 165 |
| Publikationsstatus | Veröffentlicht - 2012 |
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.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Allgemeine Sozialwissenschaften
Zitieren
- Standard
- Harvard
- Apa
- Vancouver
- BibTex
- RIS
New York, 2012. 165 S.
Publikation: Buch/Bericht/Sammelwerk/Konferenzband › Monografie › Forschung › Peer-Review
}
TY - BOOK
T1 - Elementary School Children's Spelling-Specific Self-Beliefs
T2 - Longitudinal Analyses of their Relations to Academic Achievement, School Attitudes, and Self-Esteem
AU - Faber, Günter
PY - 2012
Y1 - 2012
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84892054776&partnerID=8YFLogxK
M3 - Monograph
SN - 9781622570065
BT - Elementary School Children's Spelling-Specific Self-Beliefs
CY - New York
ER -