Laura C. Dapp|Claudia M. Roebers
Self-Concept in Kindergarten and First Grade Children: A Longitudinal Study on Structure, Development, and Relation to Achievement
University of Bern|University of Bern
selfconcept refers multidimensional construct organizes persons selfperceptions hierarchical structure comprising global specific facetschildrens selfconcept however believed less differentiated less realistic children tend systematically overestimate abilitiessince little research conducted children beginning formal schooling present longitudinal study aimed explore structure kindergarten childrens selfconcept development transition school well links selfconcept achievement first gradecounteracting positively biased selfratings children selfconcept assessed innovative measurement instrument allows finetuned selfevaluationsstructural equation modeling showed kindergarten childrens selfconcept already organized multidimensional structure thus differentiates much earlier previously believedlike selfconcept adults kindergarten childrens selfconcept composed domainspecific facets comprising literacy mathematical peerrelated teacherrelated selfconcept aspectsmoreover gender stereotype conforming differenceslike boys higher mathematical girls higher social selfconceptalready seem develop young ageupon first grade entry childrens academic selfconcept increases becomes positively related achievement indicating least realism childrens selfperceptionstaken together findings provide new insights structure development validity young childrens selfconcept contributing substantially generalizability multidimensionally organized selfconcept