ERIC Number: EJ1422117
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1467-5986
EISSN: EISSN-1469-8439
Competence and Affect Self-Concepts of Elementary School Children - Do Gender and Immigration Background Play a Role?
Intercultural Education, v35 n1 p21-41 2024
By focusing on 179 elementary school children, the present cross-sectional questionnaire study aimed to examine gender and immigrant-native differences in competence and affect self-concepts as well as academic achievement and the relations of those two self-concept components to academic achievement in the domains of mathematics and German. Results of analysis of variance showed that boys' competence self-concept in mathematics was more positive than that of girls, while girls' affect self-concept in German was more positive than that of boys. Immigrant children showed a higher affect self-concept in German than native-born peers. Boys' superior competence self-concept in mathematics was more pronounced for native-born children than immigrant peers, whereas immigrant girls' competence self-concept in mathematics was more pronounced than that of native-born girls. Competence self-concepts were more highly related to academic achievement than affect self-concepts.
Descriptors: Elementary School Students, Gender Differences, Self Concept, Mathematics Achievement, Immigrants, German, Foreign Countries, Grade 2, Grade 3, Grade 4, Competence, Background, Cultural Context, Indigenous Populations, Second Language Learning, Cultural Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 2; Primary Education; Grade 3; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A