Delwyn L Harnisch
Biographic Data
| ID | 2749320 |
|---|---|
| NAME | Delwyn L Harnisch |
| GIVEN NAMES | Delwyn L |
| FAMILY NAME | Harnisch |
| SIGNATURE | HARNISCH D L |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2000 |
| H-INDEX | 2 |
Self-esteem in children
Background. Although perceived competence has been identified as an essential component of global self-esteem, individual differences in the way competence is conceptualised have been virtually ignored. Achievement goal theory suggests that two conceptions of competence operate in achievement contexts: competence can be conceived as capacity or improvement. These two conceptions are embedded within two goal orientations, namely task and ego orien…
Personal investment in Japan and the U.S.A
Cross-national differences in mathematics attitude and achievement among seventeen-year-olds
Elementary School Mathematics Productivity in Twelve Countries
The mathematics achievement scores of 28,274 students in 1443 Australian, Belgian, English, Finish, French, German, Israeli, Japanese, Dutch, Scotch, Swedish, and U.S. elementary schools were correlated with, and regressed on socioe‐conomic status, highest math course taken, weekly hours of homework, interest in mathematics, and several other variables with both individuals and schools within each country as units of analysis. The results corrobo…
Sociocultural and Educational Correlates of Success-Failure Attributions and Evaluation Anxiety in the School Setting for Black, Hispanic, and Anglo Children
The role of social, cultural, and personal factors in moderating achievement attributions and evaluation anxiety as they affect math performance in school was studied for 397 Anglo, black, and Hispanic students in grades four to eight. Cross-group analyses indicated that motivation contributed to low academic achievement in all groups, but different factors were important for different groups; causal attributions were more predictive of math scor…
Sociocultural and Educational Correlates of Success-Failure Attributions and Evaluation Anxiety in the School Setting for Black, Hispanic, and Anglo Children
The role of social, cultural, and personal factors in moderating achievement attributions and evaluation anxiety as they affect math performance in school was studied for 397 Anglo, black, and Hispanic students in grades four to eight. Cross-group analyses indicated that motivation contributed to low academic achievement in all groups, but different factors were important for different groups; causal attributions were more predictive of math scor…
Cross-national differences in mathematics attitude and achievement among seventeen-year-olds
Self-esteem in children
Background. Although perceived competence has been identified as an essential component of global self-esteem, individual differences in the way competence is conceptualised have been virtually ignored. Achievement goal theory suggests that two conceptions of competence operate in achievement contexts: competence can be conceived as capacity or improvement. These two conceptions are embedded within two goal orientations, namely task and ego orien…
Sociocultural and Educational Correlates of Success-Failure Attributions and Evaluation Anxiety in the School Setting for Black, Hispanic, and Anglo Children
The role of social, cultural, and personal factors in moderating achievement attributions and evaluation anxiety as they affect math performance in school was studied for 397 Anglo, black, and Hispanic students in grades four to eight. Cross-group analyses indicated that motivation contributed to low academic achievement in all groups, but different factors were important for different groups; causal attributions were more predictive of math scor…
Cross-national differences in mathematics attitude and achievement among seventeen-year-olds
Elementary School Mathematics Productivity in Twelve Countries
The mathematics achievement scores of 28,274 students in 1443 Australian, Belgian, English, Finish, French, German, Israeli, Japanese, Dutch, Scotch, Swedish, and U.S. elementary schools were correlated with, and regressed on socioe‐conomic status, highest math course taken, weekly hours of homework, interest in mathematics, and several other variables with both individuals and schools within each country as units of analysis. The results corrobo…
Personal investment in Japan and the U.S.A
Self-esteem in children
Background. Although perceived competence has been identified as an essential component of global self-esteem, individual differences in the way competence is conceptualised have been virtually ignored. Achievement goal theory suggests that two conceptions of competence operate in achievement contexts: competence can be conceived as capacity or improvement. These two conceptions are embedded within two goal orientations, namely task and ego orien…
Psychology (5 works) · Academic achievement (3 works) · Developmental psychology (3 works) · Education, Achievement, and Giftedness (3 works) · Social Psychology (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Early Childhood Education and Development (2 works) · Geography (2 works) · Mathematics education (2 works) · Motivation and Self-Concept in Sports (2 works)