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Full Description
Maximising self-concept is recognised as a critical goal in itself and a means to facilitate other desirable outcomes in a diversity of settings. The desire to feel positively about oneself and the benefits of this feeling on choice, planning, persistence, and subsequent accomplishments transcend traditional disciplinary barriers and are central to goals in many social policy areas. 'International Advances in Self Research' monograph series publishes scholarly works that primarily focus on self-concept research and pertain to a broad array of self-related constructs and processes including self-esteem, self-efficacy, identity, motivation, anxiety, self-attributions, self-regulated learning, and meta-cognition. The research focus of the monograph series includes theory underlying these constructs, their measurement, their relation to each other and to other constructs, their enhancement and their application in research and practice. Chapters address a wide cross-section of: settings participants and research areas This series has a special interest in self-concept theory and research in settings characterised by diversity, such as special education, linguistic diversity, socioeconomic and cultural diversity.
Contents
Preface - Richard Shavelson. International Advances in Self Research: Speaking to the Future -Herbert W. Marsh, Rhonda G. Craven, and Dennis M. McInerney, University of Western Sydney, Australia; Part I: Expanding Theoretical Models. Unification of Two Theoretical Models of Relations Between Academic Self-concept and Achievement - Herbert W. Marsh, University of Western Sydney, Macarthur, Australia Olaf Koller, Max Planck Institute for Human Development, Berlin, Germany. Chinese Self Description Questionnaire: Cross-cultural Validation and Extension of Theoretical Self-concept Models - Kit-Tai Hau, Chit-Kwong Kong, The Chinese University of Hong Kong, China, and Herbert W. Marsh, University of Western Sydney, Australia. Self-Concept and Self-Efficacy Revisited: A Few Notable Differences and Important Similarities - Einar M. Skaalvik, Norwegian University of Science and Technology, Norway, and Mimi Bong, University of South Carolina. Self-Concept Enhancement: The Roles of Students' Self-Talk and Teacher Feedback - Paul C. Burnett, Charles Sturt University, Australia and Rhonda G. Craven, University of Western Sydney, Australia. Getting Back on the Correct Pathway for Self-Concept Research in the New Millennium: Revisiting Misinterpretations of and Revitalising the Contributions of James' Agenda for Research on the Self - John Hattie, University of Auckland, New Zealand; Part II: Measurement Issues. The Role of Domain Importance in Understanding Self-perceptions of Musical Ability - Walter P. Vispoel, University of Iowa. Testing the Generalizability of the Factor Structure Underlying the PSDQ with Spanish Adolescents - Ines Tomas Marco and Vicente Gonzalez-Roma, University of Valencia, Spain. Children's Self-Concepts and Preferences for Number, Reading and Drawing Activities - Laurel J. Bornholt, University of Sydney, Australia; Part III: Applied Studies: Focus on Special Education. Self-Concepts of Preadolescent Students with Mild Intellectual Disabilities: Issues of Measurement and Educational Placement - Danielle K. Tracey, Herbert W. Marsh, Rhonda G. Craven, University of Western Sydney, Australia. Self-Concept Enhancement for Students with Learning Difficulties With and Without Attention deficit Hyperactivity Disorder - Waheeda Tabassam, University of the Punjab, Pakistan and Jessica Grainger, University of Wollongong, Australia. Maintaining Positive Self-Concept: Social Comparisons in Secondary School Students with Mild Learning Disabilities Attending Mainstream and Special Schools - Jason W. Crabtree and Christina Meredith, Buckinghamshire Chilterns University College, England; Part IV: Cross Cultural Research. Measuring Self-Concept Across Culture: Issues, Caveats, and Application - Barbara M. Byrne, University of Ottawa, Canada. Motivational goals, self-concept and sense of self - What predicts academic achievement? Similarities and differences between Aboriginal and Anglo Australians in high school settings - Dennis McInerney, University of Western Sydney
