Self-Concepts, Self-Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children.

• Autores: Dario Cvencek, Stephanie A. Fryberg, Rebecca Covarrubias, Andrew N. Meltzoff
• Localización: Child development, ISSN 0009-3920, Vol. 89, Nº. 4, 2018, págs. 1099-1109
• Idioma: inglés
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• Dialnet Métricas: 3 Citas
• Resumen

  • Minority and majority elementary school students from a Native American reservation (N = 188; K-fifth grade; 5- to 10-year-olds) completed tests of academic self-concepts and self-esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self-esteem. Minority students demonstrated lower academic self-concepts and lower achievement than majority students. Two age-related patterns emerged. First, minority students had lower academic achievement than majority students, and this effect was stronger in older (Grades 3-5) than in younger (Grades K-2) students. Second, children's actual achievement was related to their academic self-concepts for older students but more strongly linked to self-esteem in younger students. The authors offer a developmental account connecting students' developing self-representations to their school achievement. [ABSTRACT FROM AUTHOR]