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Self-Concept: Determinants and Consequences of Academic Self-Concept in School Contexts

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Psychosocial Skills and School Systems in the 21st Century

Part of the book series: The Springer Series on Human Exceptionality ((SSHE))

Abstract

Self-concepts are subjective beliefs about the qualities that characterize us, with academic self-concepts describing our self-beliefs about our intellectual strengths and weaknesses. The chapter attempts to answer some of the most pressing questions about the role of academic self-concept as a central construct in educational theory and practice: What is self-concept? What are the consequences of high or low self-concept? What are the determinants of high or low self-concept? What can be done to positively influence self-concept? The chapter starts by explaining the multidimensional and hierarchical nature of academic self-concept. It then identifies academic self-concepts as one of the most powerful predictors of academic behavior and academic outcomes and, thus, as highly relevant for researchers and practitioners. At the same time, the chapter highlights that the development of academic self-concept is influenced by many sources, and it describes how educational interventions have to deal with these different determinants of academic self-concept. The chapter concludes with a number of suggestions for educational practice and further research.

Lipnevich, A., Preckel, F., & Roberts, R. (Eds.), Psychosocial skills and school systems in the twenty-first century: Theory, research, and applications. Berlin: Springer.

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Acknowledgment

Some parts of this chapter were informed by the authors’ chapter on self-concept in a German language textbook (Möller & Trautwein, 2015).

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  1. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, Tübingen, Germany

    Ulrich Trautwein

  2. Department of Psychology, University of Kiel, Olshausenstraße 75, 24118, Kiel, Germany

    Jens Möller

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  1. Ulrich Trautwein
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  2. Jens Möller
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Correspondence to Ulrich Trautwein .

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  1. Educational Psychology, CUNY, Queens College and the Graduate Center,, Flushing, New York, USA

    Anastasiya A Lipnevich

  2. Department of Psychology, University of Trier, Trier, Germany

    Franzis Preckel

  3. Professional Examination Service, Center for Innovative Assessments, New York, New York, USA

    Richard D. Roberts

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© 2016 Springer International Publishing Switzerland

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Trautwein, U., Möller, J. (2016). Self-Concept: Determinants and Consequences of Academic Self-Concept in School Contexts. In: Lipnevich, A., Preckel, F., Roberts, R. (eds) Psychosocial Skills and School Systems in the 21st Century. The Springer Series on Human Exceptionality. Springer, Cham. https://doi.org/10.1007/978-3-319-28606-8_8

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