Buch, Englisch, 436 Seiten, Paperback, Format (B × H): 152 mm x 229 mm, Gewicht: 704 g
Buch, Englisch, 436 Seiten, Paperback, Format (B × H): 152 mm x 229 mm, Gewicht: 704 g
Reihe: Advances in Self-Concept Research
ISBN: 978-1-59311-004-8
Verlag: Information Age Publishing
A study of advances in self research. It features essays on: cross-cultural validation and extension of theoretical self-concept models; the role of domain importance in understanding self-perceptions of musical ability; and self-concept enhancement for students with learning difficulties.
Autoren/Hrsg.
Weitere Infos & Material
Preface - Richard Shavelson. International Advances in Self Research: Speaking to the Future -Herbert W. Marsh, Rhonda G. Craven, and Dennis M. McInerney, University of Western Sydney, Australia; Part I: Expanding Theoretical Models. Unification of Two Theoretical Models of Relations Between Academic Self-concept and Achievement - Herbert W. Marsh, University of Western Sydney, Macarthur, Australia Olaf Koller, Max Planck Institute for Human Development, Berlin, Germany. Chinese Self Description Questionnaire: Cross-cultural Validation and Extension of Theoretical Self-concept Models - Kit-Tai Hau, Chit-Kwong Kong, The Chinese University of Hong Kong, China, and Herbert W. Marsh, University of Western Sydney, Australia. Self-Concept and Self-Efficacy Revisited: A Few Notable Differences and Important Similarities - Einar M. Skaalvik, Norwegian University of Science and Technology, Norway, and Mimi Bong, University of South Carolina. Self-Concept Enhancement: The Roles of Students' Self-Talk and Teacher Feedback - Paul C. Burnett, Charles Sturt University, Australia and Rhonda G. Craven, University of Western Sydney, Australia. Getting Back on the Correct Pathway for Self-Concept Research in the New Millennium: Revisiting Misinterpretations of and Revitalising the Contributions of James' Agenda for Research on the Self - John Hattie, University of Auckland, New Zealand; Part II: Measurement Issues. The Role of Domain Importance in Understanding Self-perceptions of Musical Ability - Walter P. Vispoel, University of Iowa. Testing the Generalizability of the Factor Structure Underlying the PSDQ with Spanish Adolescents - Ines Tomas Marco and Vicente Gonzalez-Roma, University of Valencia, Spain. Children's Self-Concepts and Preferences for Number, Reading and Drawing Activities - Laurel J. Bornholt, University of Sydney, Australia; Part III: Applied Studies: Focus on Special Education. Self-Concepts of Preadolescent Students with Mild Intellectual Disabilities: Issues of Measurement and Educational Placement - Danielle K. Tracey, Herbert W. Marsh, Rhonda G. Craven, University of Western Sydney, Australia. Self-Concept Enhancement for Students with Learning Difficulties With and Without Attention deficit Hyperactivity Disorder - Waheeda Tabassam, University of the Punjab, Pakistan and Jessica Grainger, University of Wollongong, Australia. Maintaining Positive Self-Concept: Social Comparisons in Secondary School Students with Mild Learning Disabilities Attending Mainstream and Special Schools - Jason W. Crabtree and Christina Meredith, Buckinghamshire Chilterns University College, England; Part IV: Cross Cultural Research. Measuring Self-Concept Across Culture: Issues, Caveats, and Application - Barbara M. Byrne, University of Ottawa, Canada. Motivational goals, self-concept and sense of self - What predicts academic achievement? Similarities and differences between Aboriginal and Anglo Australians in high school settings - Dennis McInerney, University of Western Sydney
