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The Journal of Experimental Education Volume 82, 2014 - Issue 2
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MOTIVATION AND SOCIAL PROCESSES

Native Language Self-Concept and Reading Self-Concept: Same or Different?

A. Katrin Arens German Institute for International Educational Research, Frankfurt am Main, Germany
,
Alexander Seeshing Yeung University of Western Sydney, Sydney, Australia
&
Marcus Hasselhorn German Institute for International Educational Research, Frankfurt am Main, Germany
Pages 229-252 | Published online: 12 Aug 2013

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Read on this site (1)

Lan Yang, A. Katrin Arens & David A. Watkins. (2016) Testing the twofold multidimensionality of academic self-concept: a study with Chinese vocational students. Educational Psychology 36:9, pages 1651-1669.
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Articles from other publishers (7)

Onur Ramazan, Shenghai Dai, Robert William Danielson, Yuliya Ardasheva, Tao Hao & Bruce W. Austin. (2023) Students’ 2018 PISA reading self-concept: Identifying predictors and examining model generalizability for emergent bilinguals. Journal of School Psychology 101, pages 101254.
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Feifei Han, Kateřina Juklová, Petr Mikoška & Lukáš Novák. (2023) The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students. Frontiers in Psychology 13.
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Robin Segerer, Frank Niklas, Sebastian Suggate & Wolfgang Schneider. (2020) Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development. Reading Research Quarterly 56:1, pages 71-94.
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Rebecca Schneider & Jörn R. Sparfeldt. (2019) Academic competence and affect self-concepts in elementary school students: Social and dimensional comparisons. Social Psychology of Education 23:1, pages 233-257.
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A. Katrin Arens & Franzis Preckel. (2018) Testing the internal/external frame of reference model with elementary school children: Extension to physical ability and intrinsic value. Contemporary Educational Psychology 54, pages 199-211.
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Rebecca Schneider, Christin Lotz & Jörn R. Sparfeldt. (2018) Smart, confident, interested: Contributions of intelligence, self-concept, and interest to elementary school achievement. Learning and Individual Differences 62, pages 23-35.
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Isabelle Schmidt, Martin Brunner, Lena Keller, Vsevolod Scherrer, Rachel Wollschläger, Tanja Gabriele Baudson & Franzis Preckel. (2017) Profile formation of academic self-concept in elementary school students in grades 1 to 4. PLOS ONE 12:5, pages e0177854.
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