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Abstract
Recent advances in theory and research on academic self-concept have important implications for the practice of school psychology. This article reviews research on the most commonly posited structural models of self-concept, and the pervasive frame of reference effects that link individual academic self-concepts to the larger social context. Implications for practice flowing from this research are discussed.
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Notes on contributors
William Strein
William Strein, PhD, is Associate Professor and Co-Director of the School Psychology Program at the University of Maryland, College Park. His research interests focus on students' affective development within educational contexts.