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).
- 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
- Developmental and Educational Psychology