dc.date.accessioned | 2019-11-28T14:21:03Z | |
dc.date.available | 2019-11-28T14:21:03Z | |
dc.date.created | 2017-05-30T20:36:34Z | |
dc.date.issued | 2018 | |
dc.identifier.citation | Frost, Jørgen Ottem, Ernst John . The Value of Assessing Pupils' Academic Self-Concept. Scandinavian Journal of Educational Research. 2018, 62(2), 264-271 | |
dc.identifier.uri | http://hdl.handle.net/10852/71045 | |
dc.description.abstract | The Myself-As-a-Learner scale (MALS) has been constructed to assess academic self-concept (Burden, R. L. [2000]. The Myself As a Learner Scale. Birmingham: Imaginative Minds; Burden, R. L. [2012]. The Myself As a Learner Scale [2nd ed.]. Cognitive Education Development Centre, Graduate School of Education, University of Exeter.). The scale consists of 20 self-referring statements to which individuals are invited to respond in a positive, negative, or neutral manner. A Norwegian translation proved to be an internally consistent tool for schools. The internal consistency was explored in a sample of 84 monolingual children in which all children were assessed twice with a time difference of about 8 months. Compared to a control group (N = 31) we found no significant effect of participation in a vocabulary training study on the children’s academic self-concept. Instead we found that high achievers evaluated themselves more positively over time, while low achievers evaluated themselves more negatively in the same period. | en_US |
dc.language | EN | |
dc.publisher | Routledge -Taylor & Francis | |
dc.title | The Value of Assessing Pupils' Academic Self-Concept | en_US |
dc.title.alternative | ENEngelskEnglishThe Value of Assessing Pupils' Academic Self-Concept | |
dc.type | Journal article | en_US |
dc.creator.author | Frost, Jørgen | |
dc.creator.author | Ottem, Ernst John | |
cristin.unitcode | 185,18,3,0 | |
cristin.unitname | Institutt for spesialpedagogikk | |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.qualitycode | 2 | |
dc.identifier.cristin | 1472935 | |
dc.identifier.bibliographiccitation | info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Scandinavian Journal of Educational Research&rft.volume=62&rft.spage=264&rft.date=2018 | |
dc.identifier.jtitle | Scandinavian Journal of Educational Research | |
dc.identifier.volume | 62 | |
dc.identifier.issue | 2 | |
dc.identifier.startpage | 264 | |
dc.identifier.endpage | 271 | |
dc.identifier.doi | https://doi.org/10.1080/00313831.2016.1212397 | |
dc.identifier.urn | URN:NBN:no-74167 | |
dc.type.document | Tidsskriftartikkel | en_US |
dc.type.peerreviewed | Peer reviewed | |
dc.source.issn | 0031-3831 | |
dc.identifier.fulltext | Fulltext https://www.duo.uio.no/bitstream/handle/10852/71045/2/Frost_Value%2Bof%2Bassessing%2Bpupils_final.pdf | |
dc.type.version | AcceptedVersion | |