The Development of Adolescents’ Self-concept of Ability through Grades 7-9 and the Role of Parental Beliefs
Main Article Content
Abstract
This study examined the development of adolescents’ self-concept of ability in math 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 math 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 math 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 math. Third, the role of mothers’ beliefs in their child’s self-concept of math ability was found to be stronger among high-performing than low-performing adolescents.
Article Details
How to Cite
Pesu, L. A., Aunola, K., Viljaranta, J., & Nurmi, J.-E. (2016). The Development of Adolescents’ Self-concept of Ability through Grades 7-9 and the Role of Parental Beliefs. Frontline Learning Research, 4(3), 92–109. https://doi.org/10.14786/flr.v4i3.249
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References
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Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
Aunola, K., Leskinen, E., Onatsu-Arvilommi, T., & Nurmi, J-E. (2002). Three methods for studying developmental change: a case of reading skills and self-concept. British Journal of Educational Psychology, 72, 343-364. doi: 10.1348/000709902320634447
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy. New York: Freeman.
Bohlmann, N., & Weinstein, R. (2013). Classroom context, teacher expectations, and cognitive level: predicting children’s math ability judgments. Journal of Applied Developmental Psychology, 34, 288-298. doi: 10.1016/j.appdev.2013.06.003
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1–40. doi: 10.1023/A:1021302408382
Brunner, M., Keller, U., Hornung, C., Reichert, M., & Martin, R. (2009). The cross-cultural generalizability of a new structural model of academic self-concepts. Learning and Individual Differences, 19, 387-403. doi:10.1016/j.lindif.2008.11.008
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81, 78-96. doi: 10.1348/2044-8279.002004
Chapman, J. W., Tunmer, E. T., & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92, 703-708. doi: 10.1037/0022-0663.92.4.703
Chiu, M. M., & Klassen, R. M. (2009). Calibration of reading self-concept and reading achievement among 15-year-olds cultural differences in 34 countries. Learning and Individual Differences, 19, 372-386. doi:10.1016/j.lindif.2008.10.004
Chiu, M. M., & Klassen, R. M. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20, 2-17. doi:10.1016/j.learninstruc.2008.11.002
Dermitzaki, I., & Efklides, A. (2000). Aspects of self-concept and their relationship to language performance and verbal reasoning ability. The American Journal of Psychology, 113, 621–637. doi: 10.2307/1423475
Dweck, C. S. (2002). The development of ability conceptions. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 57–88). San Diego, CA: Academic Press.
Eccles, J. S. (1993). School and family effects on the ontogeny of children’s interests, self-perceptions, and activity choices. In J. E. Jacobs & R. Dienstbier (Eds.), Developmental perspectives on motivation (pp. 145-208). University of Nebraska Press.
Eccles, J. S. (2007). Where are all the women? Gender differences in participation in physical science and engineering. In S. J. Ceci & W. M. Williams (Eds.), Why aren’t more women in science? Top researchers debate the evidence (pp. 199–210). Washington, DC: American Psychological Association. doi:10.1037/11546-016
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco: W. H. Freeman.
Eccles Parsons, J., Adler, T. F., & Kaczala, C. M. (1982). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53, 310–321. doi: 10.2307/1128973
Eccles, J. S., & Jacobs, J. E. (1987). Social forces shape math attitudes and performance. In M. R. Walsh (Ed.), The psychology of women: ongoing debates (pp. 341-354). New Haven, US: Yale University Press.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 3, 215-225. doi: 10.1177/0146167295213003
Elliot, A. J., & Church, M. A. (2003). A motivational analysis of defensive pessismism and self-handicapping. Journal of Personality, 71, 369-396.
Frome, P. M., & Eccles, J. S. (1998). Parents’ influence on children’s achievement-related perceptions. Journal of Personality and Social Psychology, 74, 435–452. doi: 10.1037/0022-3514.74.2.435
Gniewosz, B., Eccles, J. S., & Noack, P. (2012). Secondary school transition and the use of different sources of information for the construction of the academic self-concept. Social Development, 21, 537-557. doi: 10.1111/j.1467-9507.2011.00635.x
Gniewosz, B., Eccles, J. S., & Noack, P. (2014). Early adolescents’ development of academic self-concept and intrinsic task value: The role of contextual feedback. Journal of Research on Adolescence, 25, 1-15. doi: 10.1111/jora.12140.
Gniewosz, B., & Noack, P. (2012). Mamakind or Papakind? [Mom’s Child or Dad’s Child]: Early adolescents’ parental preferences in intergenerational academic value transmission. Learning and Individual Differences, 22, 544-548. doi:10.1016/j.lindif.2012.03.003
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. I. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66, 156-166. doi: 10.1007/s11199-011-9996-2
Hofstede, G. (2003). Culture’s consequences. Thousand Oaks, CA: Sage.
Holopainen, L., Kairaluoma, L., Nevala, J., Ahonen, T., & Aro, M. (2004). Lukivaikeuksien seulontatesti nuorille ja aikuisille. [Dyslexia screening test for youth and adults]. Jyväskylä: Jyväskylän yliopistopaino.
Jacobs, J. E. (1991). Influence of gender stereotypes on parent and child mathematics attitudes, Journal of Educational Psychology, 83, 518–527. doi: 10.1037/0022-0663.83.4.518
Jacobs, J. E., & Eccles, J. S. (2000). Parents, task values, and real-life achievement-related choices. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 405–439). San Diego, CA: Academic Press, Inc.
Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527. doi: 10.1111/1467-8624.00421
Lau, S., & Pun, K-T. (1999). Parental evaluations and their agreement: Relationship with children’s self-concepts. Social Behavior and Personality: an international journal, 27, 639–650. doi: 10.2224/sbp.1999.27.6.639
Marsh, H. W. (1990). A multidimensional, hierarchical self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-172.
Marsh, H. W., Byrne, B. M., & Shavelson, R. (1988). A multifaceted academic selfconcept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366-380.
Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O. & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397-416. doi: 10.1111/j.1467-8624.2005.00853.x
Marsh, H. W., & Yeung, A. S. (2001). An extension of the internal/external frame of reference model: A response to Bong (1998). Multivariate Behavioral Research, 36, 389-420.
McGrath, E. P., & Repetti, R. L. (2000). Mothers’ and fathers’ attitudes toward their children’s academic performance and children’s perceptions of their academic competence. Journal of Youth and Adolescence, 29, 713–723. doi: 10.1023/A:1026460007421
Nagy, G., Watt, H. M. G., Eccles, J., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The development of students’ mathematics self-concept in relation to gender: Different countries, different trajectories? Journal of Research on Adolescence, 20, 482-506. doi: 10.1111/j.1532-7795.2010.00644.x
Pesu, L., Viljaranta, J., & Aunola, K. (2016). The role of parents’ and teachers’ beliefs in children’s self-concept development. Manuscript submitted for publication.
Phillips, D. A. (1987). Socialization of perceived academic competence among highly competent children. Child Development, 58, 1308–1320. doi: 10.2307/1130623
Pintrich, P. R. & Schunk, D. H. (2008). Motivation in education. Theory, research and applications (3rd ed.). New Jersey: Pearson Education.
Preckel, F., Niepel, C., Schneider, M., & Brunner, M. (2013). Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains. Journal of Adolescence, 36, 1165-1175. doi: 10.1016/j.adolescence.2013.09.001
Räsänen, P., & Leino, L. (2005). KTLT. Laskutaidon testi. Opas yksilö-tai ryhmämuotoista arviointia varten.
Seymour, P. H., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of psychology, 94, 143-174. doi: 10.1348/000712603321661859
Shavelson. R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407-441. doi: 10.2307/1170010
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111-133. doi: 10.1207/s15326985ep3902_3
Watt, H. M. G. (2004). Development of adolescents’ self-perceptions, values, and task-perceptions according to gender and domain in 7th- through 11th-grade Australian students. Child Development, 75, 1556-1574. doi: 10.1111/j.1467-8624.2004.00757.x
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81. doi: 10.1006/ceps.1999.1015
Wigfield, A., Eccles, J. S., MacIver, D., Reuman, D. A., & Midgley, C. (1991). Transitionsduring early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565. doi: 10.1037/0012-1649.27.4.552
Wigfield, A., Eccles, J. S., Schiefele, U, Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg, W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3, Social, emotional, and personality development (6th Ed.) (pp. 933-1002). Hoboken, NJ, US: John Wiley & Sons Inc.
Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freeman-Doan, C., & Blumenfeld, P. C. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469. doi: 10.1037/0022-0663.89.3.451
Wigfield, A., Tonks, S., & Eccles, J. S. (2004). Expectancy value theory in cross-cultural perspective. In D. M. McInerney & S. van Etten (eds.), Big theories revisited (pp. 165-198). Charlotte, NC:IAP.
Arens, A. K., Yeung, A. S., Craven, R. G., & Hasselhorn, M. (2011). The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components. Journal of Educational Psychology, 103, 970-981. doi: 10.1037/a0025047
Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
Aunola, K., Leskinen, E., Onatsu-Arvilommi, T., & Nurmi, J-E. (2002). Three methods for studying developmental change: a case of reading skills and self-concept. British Journal of Educational Psychology, 72, 343-364. doi: 10.1348/000709902320634447
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy. New York: Freeman.
Bohlmann, N., & Weinstein, R. (2013). Classroom context, teacher expectations, and cognitive level: predicting children’s math ability judgments. Journal of Applied Developmental Psychology, 34, 288-298. doi: 10.1016/j.appdev.2013.06.003
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1–40. doi: 10.1023/A:1021302408382
Brunner, M., Keller, U., Hornung, C., Reichert, M., & Martin, R. (2009). The cross-cultural generalizability of a new structural model of academic self-concepts. Learning and Individual Differences, 19, 387-403. doi:10.1016/j.lindif.2008.11.008
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81, 78-96. doi: 10.1348/2044-8279.002004
Chapman, J. W., Tunmer, E. T., & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92, 703-708. doi: 10.1037/0022-0663.92.4.703
Chiu, M. M., & Klassen, R. M. (2009). Calibration of reading self-concept and reading achievement among 15-year-olds cultural differences in 34 countries. Learning and Individual Differences, 19, 372-386. doi:10.1016/j.lindif.2008.10.004
Chiu, M. M., & Klassen, R. M. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20, 2-17. doi:10.1016/j.learninstruc.2008.11.002
Dermitzaki, I., & Efklides, A. (2000). Aspects of self-concept and their relationship to language performance and verbal reasoning ability. The American Journal of Psychology, 113, 621–637. doi: 10.2307/1423475
Dweck, C. S. (2002). The development of ability conceptions. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 57–88). San Diego, CA: Academic Press.
Eccles, J. S. (1993). School and family effects on the ontogeny of children’s interests, self-perceptions, and activity choices. In J. E. Jacobs & R. Dienstbier (Eds.), Developmental perspectives on motivation (pp. 145-208). University of Nebraska Press.
Eccles, J. S. (2007). Where are all the women? Gender differences in participation in physical science and engineering. In S. J. Ceci & W. M. Williams (Eds.), Why aren’t more women in science? Top researchers debate the evidence (pp. 199–210). Washington, DC: American Psychological Association. doi:10.1037/11546-016
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco: W. H. Freeman.
Eccles Parsons, J., Adler, T. F., & Kaczala, C. M. (1982). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53, 310–321. doi: 10.2307/1128973
Eccles, J. S., & Jacobs, J. E. (1987). Social forces shape math attitudes and performance. In M. R. Walsh (Ed.), The psychology of women: ongoing debates (pp. 341-354). New Haven, US: Yale University Press.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 3, 215-225. doi: 10.1177/0146167295213003
Elliot, A. J., & Church, M. A. (2003). A motivational analysis of defensive pessismism and self-handicapping. Journal of Personality, 71, 369-396.
Frome, P. M., & Eccles, J. S. (1998). Parents’ influence on children’s achievement-related perceptions. Journal of Personality and Social Psychology, 74, 435–452. doi: 10.1037/0022-3514.74.2.435
Gniewosz, B., Eccles, J. S., & Noack, P. (2012). Secondary school transition and the use of different sources of information for the construction of the academic self-concept. Social Development, 21, 537-557. doi: 10.1111/j.1467-9507.2011.00635.x
Gniewosz, B., Eccles, J. S., & Noack, P. (2014). Early adolescents’ development of academic self-concept and intrinsic task value: The role of contextual feedback. Journal of Research on Adolescence, 25, 1-15. doi: 10.1111/jora.12140.
Gniewosz, B., & Noack, P. (2012). Mamakind or Papakind? [Mom’s Child or Dad’s Child]: Early adolescents’ parental preferences in intergenerational academic value transmission. Learning and Individual Differences, 22, 544-548. doi:10.1016/j.lindif.2012.03.003
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. I. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66, 156-166. doi: 10.1007/s11199-011-9996-2
Hofstede, G. (2003). Culture’s consequences. Thousand Oaks, CA: Sage.
Holopainen, L., Kairaluoma, L., Nevala, J., Ahonen, T., & Aro, M. (2004). Lukivaikeuksien seulontatesti nuorille ja aikuisille. [Dyslexia screening test for youth and adults]. Jyväskylä: Jyväskylän yliopistopaino.
Jacobs, J. E. (1991). Influence of gender stereotypes on parent and child mathematics attitudes, Journal of Educational Psychology, 83, 518–527. doi: 10.1037/0022-0663.83.4.518
Jacobs, J. E., & Eccles, J. S. (2000). Parents, task values, and real-life achievement-related choices. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 405–439). San Diego, CA: Academic Press, Inc.
Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527. doi: 10.1111/1467-8624.00421
Lau, S., & Pun, K-T. (1999). Parental evaluations and their agreement: Relationship with children’s self-concepts. Social Behavior and Personality: an international journal, 27, 639–650. doi: 10.2224/sbp.1999.27.6.639
Marsh, H. W. (1990). A multidimensional, hierarchical self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-172.
Marsh, H. W., Byrne, B. M., & Shavelson, R. (1988). A multifaceted academic selfconcept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366-380.
Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O. & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397-416. doi: 10.1111/j.1467-8624.2005.00853.x
Marsh, H. W., & Yeung, A. S. (2001). An extension of the internal/external frame of reference model: A response to Bong (1998). Multivariate Behavioral Research, 36, 389-420.
McGrath, E. P., & Repetti, R. L. (2000). Mothers’ and fathers’ attitudes toward their children’s academic performance and children’s perceptions of their academic competence. Journal of Youth and Adolescence, 29, 713–723. doi: 10.1023/A:1026460007421
Nagy, G., Watt, H. M. G., Eccles, J., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The development of students’ mathematics self-concept in relation to gender: Different countries, different trajectories? Journal of Research on Adolescence, 20, 482-506. doi: 10.1111/j.1532-7795.2010.00644.x
Pesu, L., Viljaranta, J., & Aunola, K. (2016). The role of parents’ and teachers’ beliefs in children’s self-concept development. Manuscript submitted for publication.
Phillips, D. A. (1987). Socialization of perceived academic competence among highly competent children. Child Development, 58, 1308–1320. doi: 10.2307/1130623
Pintrich, P. R. & Schunk, D. H. (2008). Motivation in education. Theory, research and applications (3rd ed.). New Jersey: Pearson Education.
Preckel, F., Niepel, C., Schneider, M., & Brunner, M. (2013). Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains. Journal of Adolescence, 36, 1165-1175. doi: 10.1016/j.adolescence.2013.09.001
Räsänen, P., & Leino, L. (2005). KTLT. Laskutaidon testi. Opas yksilö-tai ryhmämuotoista arviointia varten.
Seymour, P. H., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of psychology, 94, 143-174. doi: 10.1348/000712603321661859
Shavelson. R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407-441. doi: 10.2307/1170010
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111-133. doi: 10.1207/s15326985ep3902_3
Watt, H. M. G. (2004). Development of adolescents’ self-perceptions, values, and task-perceptions according to gender and domain in 7th- through 11th-grade Australian students. Child Development, 75, 1556-1574. doi: 10.1111/j.1467-8624.2004.00757.x
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81. doi: 10.1006/ceps.1999.1015
Wigfield, A., Eccles, J. S., MacIver, D., Reuman, D. A., & Midgley, C. (1991). Transitionsduring early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565. doi: 10.1037/0012-1649.27.4.552
Wigfield, A., Eccles, J. S., Schiefele, U, Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg, W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3, Social, emotional, and personality development (6th Ed.) (pp. 933-1002). Hoboken, NJ, US: John Wiley & Sons Inc.
Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freeman-Doan, C., & Blumenfeld, P. C. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469. doi: 10.1037/0022-0663.89.3.451
Wigfield, A., Tonks, S., & Eccles, J. S. (2004). Expectancy value theory in cross-cultural perspective. In D. M. McInerney & S. van Etten (eds.), Big theories revisited (pp. 165-198). Charlotte, NC:IAP.