Math self-concept in preschool children
Structure, achievement relations, and generalizability across gender
Bibliographic Data
| ID | 12136271 |
|---|---|
| Authors | A Katrin Arens (0000-0003-2494-4199, DIPF | Leibniz Institute for Research and Information in Education, corresponding author), Herbert W Marsh (0000-0002-1078-9717, King Saud University), Rhonda G Craven, Rhonda Craven (0000-0003-0416-6676, Australian Catholic University), Alexander S Yeung (0000-0003-3462-9475, Australian Catholic University), Eva Randhawa (Heidelberg University of Education), Marcus Hasselhorn (0000-0002-6617-2556, DIPF | Leibniz Institute for Research and Information in Education) |
| Year | 2016 |
| Volume | 36 |
| Pages | 391-403 |
| Publication date | 2016-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2015.12.024 |
| OpenAlex | W2259312445 |
| Language | EN |
| Citations received | 8 |
| References cited | 86 |
Affect (linguistics · Competence (human resources · Developmental psychology · Generalizability theory · Longitudinal study · Mathematics education · Self-concept · Cognitive and developmental aspects of mathematical skills · Communication · Education, Achievement, and Giftedness · Mathematics · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Education, Competence Development and Career Trajectories
Relations between graphomotor self-concept and graphomotor skills
Geschlechtsunterschiede in der kindlichen Mint-Lernmotivation
Filtered Out, but Not by Skill
Development of children’s math attitudes
Competence and affect self-concepts of elementary school children – Do gender and immigration background play a role
Measuring preschool children's affective attitudes toward mathematics
Re-examining the reciprocal effects model of self-concept, self-efficacy, and academic achievement in a comparison of the Cross-Lagged Panel and Random-Intercept Cross-Lagged Panel frameworks
Statistical Approaches to Measurement Invariance
Measuring self-concept across the life span
Self-concept of ability and perceived evaluation of others
Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties
The best of both worlds
Changes in Children’s Self-Competence and Values
Predicting homework effort
Enhancing interest and performance with a utility value intervention.
The structure of academic self-concept
A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective
Development of young children's reading self-concepts
Confirmatory factor analysis models of factorial invariance
Academic Self-Concept, Interest, Grades, and Standardized Test Scores
Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school
Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis
Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development
The Relation Between Self-Beliefs and Academic Achievement
Academic self-concept and academic achievement
Who Took the “×” out of Expectancy-Value Theory?
Self-concept and academic achievement
Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school.
The emergence of gender differences in children's perceptions of their academic competence
Change in children's competence beliefs and subjective task values across the elementary school years
Expectancy-value theory of achievement motivation
Assessing Goodness of Fit
In the Mind of the Actor
Developmental Change in Children's Assessment of Intellectual Competence
Self-Efficacy and Academic Motivation
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Cutoff criteria for fit indexes in covariance structure analysis
Measurement Invariance, Factor Analysis and Factorial Invariance
Self-Concept
In Search of Golden Rules
Expectancy–Value Theory of Achievement Motivation
Testing Structural Equation Models
Early Childhood Programs in Other Nations
Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention
How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds
Predicting process quality from structural quality in preschool programs
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Evaluation of Scale Reliability for Unidimensional Measures Using Latent Variable Modeling
Gender Differences in Math and Verbal Self-Concept, Performance Expectations, and Motivation
How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure
Children's competence and value beliefs from childhood through adolescence
Use of missing data methods in longitudinal studies
Developmental analysis of the role of social comparison in self-evaluation
The Reciprocal Internal/External Frame of Reference Model
The Multidimensional Structure of Academic Self-Concept
Multilevel Causal Ordering of Academic Self-Concept and Achievement
Longitudinal Structural Equation Models of Academic Self-Concept and Achievement
The impact of mothers' gender-role stereotypic beliefs on mothers' and children's ability perceptions
Self-esteem, academic self-concept, and achievement
Academic achievement and self-concept
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
Age and sex effects in multiple dimensions of self-concept
The reciprocal internal/external frame of reference model using grades and test scores
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
A longitudinal study of beginning reading achievement and reading self-concept
Academic self-concept and academic achievement
Predictors of academic achievement and academic self-concept
Alternative Ways of Assessing Model Fit
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,14 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |