Back to Search
Start Over
Self-Concepts, Self-Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children.
- Source :
- Child Development; Jul2018, Vol. 89 Issue 4, p1099-1109, 11p, 2 Charts
- Publication Year :
- 2018
-
Abstract
- Minority and majority elementary school students from a Native American reservation (N = 188; K-fifth grade; 5- to 10-year-olds) completed tests of academic self-concepts and self-esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self-esteem. Minority students demonstrated lower academic self-concepts and lower achievement than majority students. Two age-related patterns emerged. First, minority students had lower academic achievement than majority students, and this effect was stronger in older (Grades 3-5) than in younger (Grades K-2) students. Second, children's actual achievement was related to their academic self-concepts for older students but more strongly linked to self-esteem in younger students. The authors offer a developmental account connecting students' developing self-representations to their school achievement. [ABSTRACT FROM AUTHOR]
- Subjects :
- SELF-esteem in children
SELF-perception in children
ACADEMIC achievement
PSYCHOLOGY of school children
NATIVE American children
SCHOOL attendance
CLASSROOM environment
EDUCATION
COMPARATIVE studies
PSYCHOLOGY of Native Americans
RESEARCH methodology
MEDICAL cooperation
PSYCHOLOGY of Minorities
POPULATION
RESEARCH
RESEARCH funding
SCHOOLS
SELF-perception
STUDENTS
EVALUATION research
Subjects
Details
- Language :
- English
- ISSN :
- 00093920
- Volume :
- 89
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Child Development
- Publication Type :
- Academic Journal
- Accession number :
- 130723818
- Full Text :
- https://doi.org/10.1111/cdev.12802