6533b832fe1ef96bd129aeac

RESEARCH PRODUCT

THE DEVELOPMENT OF ADOLESCENTS’ SELF-CONCEPT OF ABILITY THROUGH GRADES 7-9 AND THE ROLE OF PARENTAL BELIEFS

Kaisa AunolaJari-erik NurmiJaana ViljarantaLaura Pesu

subject

Secondary educationfather’s beliefsmedia_common.quotation_subjecteducationSelf-conceptself-concept of abilityPredictor variablesbehavioral disciplines and activitiesLiteracyEducationDevelopmental psychologymother’s beliefssecondary schoolPsychologyta515Reading skillsmedia_common

description

This study examined the development of adolescents’ self-concept of ability in mathematics and literacy during secondary school, and the role that mothers’ and fathers’ beliefs concerning their child’s abilities play in this development. Also examined was whether the role of mothers’ and fathers’ beliefs about their adolescent child’s ability in mathematics and literacy differs according to the adolescent’s gender and level of performance. A total of 231 adolescents and their mothers and fathers were followed up across secondary school. The results showed, first, that adolescents’ self-concept of ability declined slightly from grade 7 to grade 9 in both mathematics and literacy. Second, mothers’ and fathers’ beliefs about their adolescent child’s abilities in grade 7 predicted the child’s subsequent self-concept in grade 9, but only in mathematics. Third, the role of mothers’ beliefs in their child’s self-concept of mathematics ability was found to be stronger among high-performing than low-performing adolescents. peerReviewed

yearjournalcountryeditionlanguage
2016-05-10Frontline Learning Research
https://doi.org/10.14786/flr.v4i3.249