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Originalia

Die Konstruktion des akademischen Selbstkonzeptes

Eltern und Zensuren als Informationsquellen

Published Online:July 29, 2010https://doi.org/10.1026/0049-8637/a000014

Abstract

Zusammenfassung. Die vorliegende Studie untersucht die Konstruktion des fachbezogenen akademischen Selbstkonzeptes von Sekundarschülern in Mathematik und Deutsch. Dabei wird die Rolle der Kompetenzwahrnehmung durch die Eltern als Einflussgröße neben leistungsbezogenem Feedback in Form von Zensuren betrachtet. Den Analysen liegt eine zwei Erhebungswellen umfassende Längsschnittstichprobe über 1,5 Jahre von 1019 Fünftklässlern und deren Eltern zu Grunde. Strukturgleichungsmodellanalysen zeigten für Mathematik signifikante Effekte der Zensuren und der Elternkompetenzeinschätzungen aus beiden Fachdomänen auf das akademische Selbstkonzept. Für die verbalen Selbsteinschätzungen der Schüler erwiesen sich allein die Deutschnoten als signifikante Prädiktoren. Die Kompetenzeinschätzungen der Eltern für Mathematik und Deutsch konnten hauptsächlich durch Zensuren innerhalb des Schulfaches vorhergesagt werden. Die Rolle der fachspezifischen Kompetenzeinschätzungen der Eltern als eigenständige Informationsquellen für die Selbstkonzeptkonstruktion der Kinder wird diskutiert. Des Weiteren wird die unterschiedliche Nutzung von leistungsindikativen Informationen für die Konstruktion der Fähigkeitswahrnehmungen von Schülern und Eltern erörtert.


The construction of academic self-concept: Parents and grades as sources of information

Abstract. The present study examined the construction of students’ academic self-concepts in math and German language. Effects of parental competence perceptions above and beyond grade effects are expected. Based on a longitudinal sample (time lag 1.5 years) of 1,019 German fifth-graders and their parents, structural equation models showed within- and cross-domain effects of grades and parental competence perceptions on students’ mathematical academic self-concept. The verbal academic self-concept was shown to be based on German language grades only. Parental competence perceptions in both academic domains were mainly predicted by the students’ grades in the academic subject. The domain-specific roles of the parental competence perceptions as independent sources of information for the construction of the students’ academic self-concept are discussed. Moreover, the differential use of achievement-related information for the competence construction by students and parents is also discussed.

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