LEADER 05935nam 2200625 a 450 001 9910960599203321 005 20251117105302.0 010 $a1-62257-069-3 035 $a(CKB)2670000000419829 035 $a(EBL)3022735 035 $a(SSID)ssj0000950018 035 $a(PQKBManifestationID)11607222 035 $a(PQKBTitleCode)TC0000950018 035 $a(PQKBWorkID)11004473 035 $a(PQKB)11775655 035 $a(MiAaPQ)EBC3022735 035 $a(Au-PeEL)EBL3022735 035 $a(CaPaEBR)ebr10733954 035 $a(OCoLC)923669599 035 $a(BIP)40184966 035 $a(EXLCZ)992670000000419829 100 $a20120530d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aElementary school children's spelling-specific self-beliefs $elongitudinal analyses of their relations to academic achievement, school attitudes, and self-esteem /$feditor, Gu?nter Faber 205 $a1st ed. 210 $aHauppauge, N.Y. $cNova Science Publishers, Inc.$dc2012 215 $a1 online resource (179 p.) 225 0$aEducation in a competitive and globalizing world series 300 $aDescription based upon print version of record. 311 08$a1-62257-006-5 320 $aIncludes bibliographical references and index. 327 $aIntro -- ELEMENTARY SCHOOL CHILDREN'S SPELLING-SPECIFIC SELF-BELIEFS -- Library of Congress Cataloging-in-Publication Data -- Contents -- Preface -- Introduction -- Chapter 1 Academic Self-Beliefs -- A Social Cognitive Perspective on Academic Achievement -- Perceptions of Personal Competence, Control. and Threat -- Academic Self-Concept -- Structural Components -- Dimensional Comparison Effects -- Social Comparison Effects -- Gender Differences -- Causal Ordering -- Causal Attributions -- Test Anxiety -- A Basic Research Model of Academic Self-Beliefs -- Chapter 2 Empirical Analyses of Academic Self-Beliefs in the Spelling Domain -- Review of Empirical Research Findings -- Previous Own Research Results -- Chapter 3 Academic Self-Beliefs in the Spelling Domain: The Present Study -- Overall Background and Conceptualization -- Sample Characteristics and Procedure -- Measurement of Self-Belief and Achievement Variables -- Spelling Achievement -- Performance in Other Subject Matters -- Spelling-Specific Self-Concept -- Error-Related Self-Estimates -- Spelling-Specific Test Anxiety -- Causal Attributions of Dictation Outcomes -- General Academic Self-Concept -- General School Attitudes -- Global Self-Esteem -- Gender -- Statistical Analyses -- Chapter 4 The Measuring of Spelling-Specific Self-Concept -- Scale Development and Research Objectives -- Results -- Dimensional Analyses and Scale Formation -- Validation Results -- Change Over Time -- Discussion -- Chapter 5 Longitudinal Relations between Self-Concept and Achievement -- Research context and Objectives -- Results -- Discussion -- Chapter 6 Differentiating the Construct: Error-Related Self-Estimates -- Scale Development and Research Objectives -- Results -- Dimensional Analyses and Scale Formation -- Validation Results -- Discussion. 327 $aChapter 7 Longitudinal Relations between Test-Anxiety, Self-Concept, and Self-Esteem -- Research Context and Objectives -- Results -- Relations among Constructs -- Change Over Time -- Discussion -- Chapter 8 Longitudinal Relations between Self-Concept, Test Anxiety, Self-Esteem and School Attitudes -- Research Context and Objectives -- Results -- Relations among Constructs -- Change Over Time -- Discussion -- Chapter 9 Causal Attributions of Success and Failure in Spelling -- Scale Development and Research Objectives -- Results -- Dimensional Analyses and Scale Formation -- Validation Results -- Attributional Patterns -- Change Over Time -- Discussion -- Chapter 10 Summary and Conclusion -- Study Results -- Conceptual Implications -- Methodological Implications -- Educational Implications -- References -- Appendices -- Appendix A -- Item List: Spelling-Specific Self-concept (Final scale version) -- Appendix B -- Item List: Causal Attributions of Dictation Outcome (Final scale version) -- Appendix A -- Item list: Spelling-Specific Self-concept (Final scale version) -- Appendix B -- Item list: Causal Attributions of Dictation Outcome (Final scale versions) -- Index. 330 $aThis book presents a study that concerns itself with selected findings on the measurement of the spelling-specific self-concept, on the causal ordering between the spelling-specific self-concept and spelling achievement, on the relationships between the spelling-specific self-concept and causal attributions of dictation outcomes as well as on the relationships between the spelling-specific self-concept, spelling-specific test anxiety, and global self-esteem variables and on the relationships between the spelling self-concept and test anxiety, global self-esteem, and school attitude variables. Moreover, an empirical approach to further differentiate the spelling-specific self-concept and thus to analyse a more task-specific facet is documented. Altogether, these findings can provide strong evidence for a basic model of academic self-beliefs in the spelling domain. 410 0$aEducation in a competitive and globalizing world series. 606 $aSpelling ability 606 $aAcademic achievement$vLongitudinal studies 606 $aSelf-esteem in children$vLongitudinal studies 615 0$aSpelling ability. 615 0$aAcademic achievement 615 0$aSelf-esteem in children 676 $a372.63/2 700 $aFaber$b Gu?nter$f1954-$01870409 701 $aFaber$b Gu?nter$f1954-$01870409 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910960599203321 996 $aElementary school children's spelling-specific self-beliefs$94478857 997 $aUNINA