An analysis of the relationship between children's self-concept and their teachers' assessments of their behavior: Implications for prediction and intervention

The importance of teachers as significant others in the formation and development of children's school-related self-concepts has been widely recognized. However, the relationship between teachers' assessments of children's nonacademic school-related behaviors and children's schoo...

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Veröffentlicht in:Journal of school psychology 1987-12, Vol.25 (4), p.393-397
Hauptverfasser: Haynes, Norris M., Comer, James P., Hamilton-Lee, Muriel, Boger, James M., Rollock, David
Format: Artikel
Sprache:eng
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Zusammenfassung:The importance of teachers as significant others in the formation and development of children's school-related self-concepts has been widely recognized. However, the relationship between teachers' assessments of children's nonacademic school-related behaviors and children's school-related self-concepts has not been sufficiently investigated. The present study examined the relationship between children's self-concept of their intellectual and school status and their teachers' assessments of their behavior in school. The sample included 142 children in grades 3, 4, and 5 and 70 teachers. The results showed that teachers' assessments of children's behavior in three areas accounted for 72% of the variance in school-related self-concept.
ISSN:0022-4405
1873-3506
DOI:10.1016/0022-4405(87)90041-0