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Direct linkMoller, Jens; Pohlmann, Britta – British Journal of Educational Psychology, 2010
Background: On the one hand, achievement indicators like grades or standardized test results are strongly associated with students' domain-specific self-concepts. On the other hand, self-evaluation processes seem to be triggered by a self-enhancing means of information processing. As a consequence, above average students have more positive…
Descriptors: Foreign Countries, Field Studies, Self Concept, Academic Achievement
