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

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.