Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading
Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading
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DOI：
10.3390/socsci10010011
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发表时间：
2021-01
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影响因子：
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通讯作者：
J. DeVries;C. Szardenings;Philipp Doebler;Markus Gebhardt
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文献类型：
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作者：
J. DeVries;C. Szardenings;Philipp Doebler;Markus Gebhardt
自我概念和自尊与学业成绩和学业成绩较低的风险因素密切相关。德国国家教育小组研究（NEPS）提供了大规模的代表性纵向数据的数学，推理以及风险因素，自我概念和自尊。基于五至九年级的测量，本文提出了基于理论的多指标和中介的部分中介的潜在增长模型。这包括特殊教育需要（SEN）的地位，社会经济地位（SES），推理能力，性别和学校的轨道的预测，与全球自尊和特定学科的自我概念作为中介。研究发现，特殊教育需要、性别、推理能力和学校轨迹对五年级数学和阅读能力的影响存在显著的中介作用，但对变化率没有直接或中介作用。
Self-concept and self-esteem are strongly tied to both academic achievement and risk factors for lower academic achievement. The German National Educational Panel Study (NEPS) provides large-scale representative longitudinal data for mathematics, reasoning as well as risk factors, self-concept and self-esteem. Based on measurements in grades five to nine, this paper produces theory-based partially mediated latent growth models with multiple indicators and mediators. This includes the predictors of special education needs (SEN) status, socioeconomic status (SES), reasoning ability, gender, and school track, with both global self-esteem and subject-specific self-concept as mediators. Significant mediatory relationships are found for SEN, gender, reasoning ability, and school track on grade 5 math and reading competence, but neither direct nor mediated effects on rate of change were found. Implications for researchers and educators are discussed.