Session Information
09 SES 03 B, Issues in Secondary Education: Competencies and Attitudes in Heterogeneous Classrooms
Paper Session
Contribution
In this presentation the results of a study on class influences on the students’ self-concept are outlined (1). Connections between the students’ perception of their class, the classroom management, the climate in class (see Hattie 2009), the school atmosphere (Eder/Mayr 2000) and the students’ self-concept (Schöne et al 2002) are examined. Special attention is paid to the relations between the students’ well-being in class and in school in general on one side and the students’ self-concept on the other side.
Some general self-concept models like the models of Shavelson (Shavelson et al 1976), Marsh (1990) and Filipp (2006) do not include outside influences. The more tailored model of Hannover (1997) contains these, but in a rather general way and not specifically in regard to class or school influences. Therefore my main question was how class compositional effects and class influences could modify the students’ self-concept. Hence I developed a new self-concept model to describe the relations between class compositional effects, class influences and the students’ self-concept.
(1) The project was developed under the supervision of Professor Dr. Sacher, Nuremberg. It was financed by the Education Pact Bavaria Foundation (Stiftung Bildungspakt Bayern).
Method
Expected Outcomes
References
Eder, F.; Mayr, J. (2000), Linzer Fragebogen zum Schul- und Klassenklima für die 4. – 8. Jahrgangsstufe (LFSK 4-8), Göttingen. Filipp, S.-H. (2006), Entwicklung von Fähigkeitsselbstkonzepten, in: Zeitschrift für Pädagogische Psychologie, 20, 1/2, 65-72. Hannover, B. (1997), Das dynamische Selbst. Die Kontextabhängigkeit selbstbezogenen Wissens, Bern. Hattie, J. A. C. (2009), Visible Learning. A synthesis of over 800 meta-analyses relating to achievement, London, New York. Markus, H.; Wulf, E. (1987), The dynamic self-concept: A social psychological perspective. Annual Review of Psychology (38), p. 300f. Marsh, H. W. (1990), A multidimensional, hierarchical self-concept: Theoretical and empirical justification, in: Educational Psychology Review, 2, 77-172. Sacher, W., Stadler-Altmann, U. (2005), SELF – Selbstkonzept fördern durch lehrplankonforme Förderung. Bericht über die Pilotphase. 01.09.2004 – 30.09.2005, unveröffentl. Forschungsbericht. Saldern, M. v. (1987), Sozialklima von Schulklassen. Überlegungen und mehrebenen-analytische Untersuchungen zur subjektiven Wahrnehmung von Lernumwelten, Frankfurt a. M. Satow, L. (1999), Klassenklima und Selbstwirksamkeitserwartung. Eine Längsschnittstudie in der Sekundarstufe I. Diss., Berlin. Schöne, C.; Dickhäuser, O.; Spinath, B.; Stiensmeier-Pelster, J. (2002), Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO). Göttingen. Shavelson, R. J., Hubner, J. J., Stanton, G. C. (1979), Self-Concept: Validation of Construct Interpretations. Review of Educational Research, (46) p. 407-441. Stadler-Altmann, U. (2011), Das Schülerselbstkonzept. Eine empirische Annäherung, Bad Heilbrunn.
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