A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children

2016 ◽  
Vol 45 (6) ◽  
pp. 887-904 ◽  
Author(s):  
Annette Lohbeck ◽  
Dennis Nitkowski ◽  
Franz Petermann
Keyword(s):  
Elementary School ◽  
Test Anxiety ◽  
School Children ◽  
Elementary School Children ◽  
Value Theory ◽  
Self Concept ◽  
Theory Approach ◽  
Control Value

Comparison of Students' Perception of Ability Scale with the Piers-Harris Children's Self-Concept Scale

1978 ◽  
Vol 47 (3) ◽  
pp. 827-832 ◽  
Author(s):  
Frederic J. Boersma ◽  
James W. Chapman
Keyword(s):  
Elementary School ◽  
School Children ◽  
External Validity ◽  
Elementary School Children ◽  
Discriminant Validity ◽  
Self Concept ◽  
School Grades ◽  
Remedial Programs ◽  
Measure Change ◽  
Unique Domain

Performance on the Students' Perception of Ability Scale and Piers-Harris Children's Self-concept Scale was compared for 642 children in Grades 3 to 6. Intercorrelations between Perception of Ability scale and Piers-Harris Full and subscale scores varied from –.029 to .078. Perception of Ability Full and subscale scores also correlated moderately with end-of-year school grades, whereas the Piers-Harris showed little, if any, relationship with grades. It was concluded that the Perception of Ability scale is tapping the unique domain of academic self-concept, rather than general self-concept, and accordingly, that it has discriminant validity. The results were discussed in terms of using the scale to measure change in academic self-concept in conjunction with remedial programs with elementary school children and with regard to currently conducted studies of external validity.

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