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Development of self-perceived ability in elementary school: the role of parents’ perceptions, teacher evaluations, and intelligence

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References

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1984Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.4,159 cited
1982The Perceived Competence Scale for Children3,639 cited
1996Intelligence: Knowns and unknowns.2,913 cited
2007Development of Achievement Motivation1,866 cited
1982Validity of self-evaluation of ability: A review and meta-analysis.973 cited
2002Development of achievement motivation809 cited
1982Socialization of Achievement Attitudes and Beliefs: Parental Influences804 cited
1982The Relationship Between Self and Achievement/Performance Measures741 cited
1989Developmental Change in Children's Assessment of Intellectual Competence628 cited
2003Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.628 cited
1998Parents' influence on children's achievement-related perceptions.615 cited
2003Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.607 cited
1989Teacher-Based Judgments of Academic Achievement: A Review of Literature588 cited
2002The Development of Ability Conceptions

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468 cited

1977Self-concept of ability and perceived evaluation of others: Cause or effect of academic achievement?376 cited

Cited by

2008Longitudinal Analysis of Intrinsic Motivation and Competence Beliefs: Is There a Relation Over Time?135 cited
2010Noncognitive Skills in the Classroom: New Perspectives on Educational Research108 cited
2015Parents' math–gender stereotypes, children's self-perception of ability, and children's appraisal of parents' evaluations in 6-year-olds102 cited
2015Contrast and assimilation effects of dimensional comparisons in five subjects: An extension of the I/E model.101 cited
2010Noncognitive Skills in the Classroom: New Perspectives on Educational Research98 cited
2022Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering.90 cited
2013The roles of cognitive and motivational predictors in explaining school achievement in elementary school88 cited
2009The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept88 cited
2011Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self‐concept86 cited
2011Predicting school achievement from cognitive and non-cognitive variables in a Chinese sample of elementary school children79 cited
2016Consistency of the Performance and Nonperformance Methods in Gifted Identification73 cited
2017Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years70 cited
2009What Explains Boys’ Stronger Confidence in their Intelligence?58 cited
2012Teacher judgment, student motivation, and the mediating effect of attributions53 cited
2014Do teachers’ perceptions of children’s math and reading related ability and effort predict children’s self-concept of ability in math and reading?51 cited
2018The specificity of parenting effects: Differential relations of parent praise and criticism to children’s theories of intelligence and learning goals42 cited