Details
| Original language | English |
|---|---|
| Place of Publication | New York |
| Number of pages | 165 |
| Publication status | Published - 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 subject areas
- Social Sciences(all)
- General Social Sciences
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New York, 2012. 165 p.
Research output: Book/Report › Monograph › Research › peer review
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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 -