Abstract

Self-perception of academic competence is a strong predictor of students’ achievement striving. We examined adolescents’ beliefs about their math teachers’ perceptions of students (reflected classroom appraisals) and math track placement as subtle sources of information that might influence students’ math self-concept. Sixth graders (n = 322; 72% White; 164 girls) in the Southeast United States completed measures of math self-concept and reflected classroom appraisals at the beginning and end of their sixth-grade year. With parent education, prior math achievement, and prior math self-concept controlled, honours math placement and students’ reflected classroom appraisals predicted increases in math self-concept from beginning to end of students’ sixth-grade year. Results from this study are important for further understanding of the influences of students’ school experiences on the development of their self-perceptions.

摘要

对学业能力的自我认知是学生取得成就的有力预测因素。我们检查了青少年对数学老师对学生的看法（反映课堂评估）和数学轨道布置的信念，这些信息是可能影响学生数学自我概念的微妙信息来源。六年级学生 ( n = 322; 72% 白色；美国东南部的 164 名女孩）在六年级开始和结束时完成了数学自我概念的测量并反映了课堂评估。在家长教育、先前的数学成绩和先前的数学自我概念得到控制的情况下，荣誉数学安置和学生反映的课堂评估预测了学生从六年级开始到结束的数学自我概念的增加。这项研究的结果对于进一步了解学生的学校经历对其自我认知发展的影响非常重要。