Development of academic self-concept of lower-class and middle-class primary school children

Yohanan Eshel, Zev Klein

Research output: Contribution to journalArticlepeer-review


2,199 elementary school pupils (Grades 1-4) were administered a brief academic self-concept questionnaire as part of a major study of school integration in Jerusalem, Israel. All Ss were also given standardized achievement tests in language and mathematics, and end-of-year teacher grades for these subjects were collected. Results indicate that although academic self-concept scores gradually declined over years in school, their accuracy in reflecting both teacher grades and objective scores increased. However, different patterns of development were found for lower- and middle-class Ss enrolled in integrated and nonintegrated classrooms. Results are discussed in terms of the development of accuracy in self-perception and its relationship to variations in social context. (22 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish
Pages (from-to)287-293
Number of pages7
JournalJournal of Educational Psychology
Issue number2
StatePublished - Apr 1981


  • academic self evaluation vs achievement test scores & teacher grades in language & mathematics, lower & middle class 1st graders, Israel, 4-yr longitudinal study

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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