Skip navigation
SuUB logo
DSpace logo

  • Home
  • Institutions
    • University of Bremen
    • City University of Applied Sciences
    • Bremerhaven University of Applied Sciences
  • Sign on to:
    • My Media
    • Receive email
      updates
    • Edit Account details

Citation link: http://nbn-resolving.de/urn:nbn:de:gbv:46-00103904-13
00103904-1.pdf
OpenAccess
 
copyright

Selbsteinschätzungen von Schülern zum Sozial- und Lernverhalten - Erfassung, Struktur und Analyse von Schülerselbstkonzepten und schulischem Problemverhalten


File Description SizeFormat
00103904-1.pdf1.27 MBAdobe PDFView/Open
Other Titles: Self-concepts of students for school-related social and learning behavior - assessment, structure and analysis of students´self-concepts and problem behavior in school
Authors: Lohbeck, Annette 
Supervisor: Petermann, Ulrike ; Petermann, Franz 
1. Expert: Daseking, Monika
2. Expert: Moschner, Barbara 
Abstract: 
The present doctoral thesis deals with the assessment, structure, and analysis of self-concepts of students for school-related social and learning behavior based on three empirical studies. The first study examines self-concepts of fourth graders and reveals that children at this age have specific self-concepts that are mainly valid and closely related to grades in mathematics and German. In addition, regression analysis indicate that good grades in mathematics are associated with high self-concepts in cooperation, self-control, endurance, concentration and diligence in learning. Moreover, good grades in German can be explained by high self-concepts in cooperation and concentration. The second study investigates gender differences in self-concepts for school-related social and learning behavior as well as in grades in mathematics and German. Boys score lower in almost all facets of school-related social and learning behavior and achieve lower grades in German than girls. Furthermore, both grades in mathematics and German are linked with high self-concepts in cooperation, endurance and concentration as well as with high class average grades in these two subjects. However, low assessments in care for learning and a migration background have a negative impact on these two grades. The third study analyses specific relations between reactive/proactive aggression and social-emotional skills in self-concepts of students. Regression analysis indicate that both types of aggression can be explained by low perceived skills (self-control, self-assertion). In addition, reactive aggression is associated with a high perceived empathy.
Keywords: self-concept, social behavior, learning behavior
Issue Date: 25-Jul-2014
Type: Dissertation
URN: urn:nbn:de:gbv:46-00103904-13
Institution: Universität Bremen 
Faculty: FB11 Human- und Gesundheitswissenschaften 
Appears in Collections:Dissertationen

  

Page view(s)

282
checked on Jan 27, 2021

Download(s)

390
checked on Jan 27, 2021

Google ScholarTM

Check


Items in Media are protected by copyright, with all rights reserved, unless otherwise indicated.

Legal notice -Feedback -Data privacy
Media - Extension maintained and optimized by Logo 4SCIENCE