Abstract
![CDATA[Recent advances in self-concept theory, research and measurement provide a new basis for the design of powerful self-concept enhancement intervention. The purpose of this study was to test the effectiveness of an intervention to enhance academic self-concept, self-attributions and academic achievement. The self-concept enhancement intervention was a combination of internally focused feedback and attributional feedback targeted at reading, mathematics or a combination of reading and mathematics self-concept. One class from each of the 8 participating schools was randomly assigned to be an experimental diffusion control group and did not receive either the teacher-mediated or researcher-mediated intervention. This control group was incorporated in the research design to test for possible diffusion effects of the teacher-mediated intervention to non-target participants in the within-class control group. The findings provide support for: (a) the effectiveness of the intervention as a means to enhance self-concept particularly for treatments mediated by researchers, and mediated by teachers in single academic domains, and (b) the importance of including multiple dimensions of self-concept in intervention studies.]]
| Original language | English |
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| Title of host publication | Self-Concept, Motivation and Identity, Where To From Here? : Proceedings of the Third International Biennial SELF Research Conference |
| Publisher | University of Western Sydney |
| Number of pages | 1 |
| ISBN (Print) | 1741080738 |
| Publication status | Published - 2004 |
| Event | International Biennial SELF Research Conference - Duration: 13 Jan 2009 → … |
Conference
| Conference | International Biennial SELF Research Conference |
|---|---|
| Period | 13/01/09 → … |
Keywords
- self-perception
- academic achievement
- self-esteem
- teacher-student relationships