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Despite these associations, neither initial self-perceptions nor their changes reliably predicted subsequent performance, arguing against a simple causal role of academic competence self-perception.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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academic self-perception and achievement over time?","Question",{"text":63,"@type":64},"Students were tested initially on reading, arithmetic, and academic self-perception, then tested again one year later on the same achievement dimensions and related self-perception measures.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the findings show about the predictive power of academic self-perception?",{"text":68,"@type":64},"Baseline academic self-perceptions and changes in self-perceptions did not predict changes in academic performance over the one-year period, even though self-perceived competence explained some variance.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors are discussed as possible sources of variance in reading and math performance?",{"text":72,"@type":64},"The text highlights cognitive processes such as phonemic awareness and phonological processing for reading, and domain-general and domain-specific processes for mathematics, alongside some 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Stringer & Nancy Heath McGill University  \nOne hundred and fifty‐five students (average age, 10 years 7 months) were initially tested on reading, arithmetic, and academic self‐perception. One year later they were tested again. Initial academic scores accounted for a large proportion of the variance in later academic scores. The children’s self‐perceptions of academic competence accounted for significant variance in academic performance one year later. However, neither the academic self‐perceptions at the beginning of the study nor changes in self‐perceptions over time predicted changes in academic performance. Self‐percep‐ ion of academic competence cannot play a simple, causal role in academic achieve‐ ment.  \nKey words: self‐perception, competence, achievement  \nCent cinquante‐cinq élèves (âge moyen : dix ans, sept mois) ont été examinés au niveau des compétences alphabétiques et mathématiques, ainsi que la perception desoi scolaire. Les résultats initiaux des examens scolaires expliquaient la plupart de la variance liée aux résultats des seconds examens. Les mesures de la perception de soi expliquaient aussi une part significative de cette variance. Cependant, ni la percep‐ tion de soi initiale, ni les changements de perception de soi ne semblent indiquer les changements de performance scolaire. Nous constatons que la perception de soiscolaire ne peut jouer un rôle causal simple dans la performance scolaire.  \nMots clés: perception de soi, compétence, performance  \n_________________________  \nCANADIAN JOURNAL OF EDUCATION 31, 2 (2008): 327‐345  \nA major focus of cognitive educational psychology is accounting for growth or decline in academic performance. Some areas have had great success: cognitive psychology has made great strides in identifying the chief sources of variance in reading ability (Stanovich, 1998) . Variation in children’s abilities of phonemic awareness and phonological processing may account for as much as 50 per cent of the variance in reading ability (Stanovich, 1988) . Although this research represents a tremendous accomplishment and has enormous implications for effective instruction in reading, much variance remains to be accounted for. The search for this “extraphonological” variance is occurring in many of the cognitive realms, such as temporal processing (Farmer & Klein, 1995), speed of processing (Kail & Hall, 1994), perceptual processes such as low‐level visual perception (Breitmeyer, 1989), and auditory perception such as the“p‐centre” (Goswami et al., 2002) . Researchers have also found some variance in environmental factors, such as SES effects, number of books in the home, and parents’ time spent in reading to children. However, these environmental factors do not account for a great deal of variance in reading ability and may eventually fade in significance over time (Scar‐ borough & Dobrich, 1994a, 1994b), especially as schools adopt more effective methods of instruction.  \nThe attempt to identify the cognitive processes involved in the acquisition of mathematics skills is much less developed. Various pro‐ cesses may be involved, and several have been the subject of some study. Although there has been study of higher level, domain‐general pro‐ cesses, such as executive processes (Geary, Hoard & Hamson, 1999), semantic memory (Geary, Haamson & Hoard, 2000; Geary & Hoard, 2001), or working memory (Geary, 1993), processes specific to the domain of mathematics would seem to be more promising. Of particular interest is initial work in numerosity (Landerl, Bevan & Butterworth, 2004), the basic sense of number tapped by Piagetian conservation tasks (Gelman & Gallistel, 1978) . Small units of number are normally pro‐ cessed without counting, a process called “subitization.” Many animals, including human children, possess the capacity to subitize between three and five items (Starkey,Spelke, & Gelman, 1990; Wynn, 1992) .","cbCaibRCsSyFxtdl","https://ap.wps.com/l/cbCaibRCsSyFxtdl","pdf",256834,"English","# Academic self-perception and performance\n## Longitudinal links between self-perception and achievement\n## Cognitive sources of variance in reading and math\n## Self-esteem/self-concept and causal evidence","[{\"question\":\"How did the study measure academic self-perception and achievement over time?\",\"answer\":\"Students were tested initially on reading, arithmetic, and academic self-perception, then tested again one year later on the same achievement dimensions and related self-perception measures.\"},{\"question\":\"What did the findings show about the predictive power of academic self-perception?\",\"answer\":\"Baseline academic self-perceptions and changes in self-perceptions did not predict changes in academic performance over the one-year period, even though self-perceived competence explained some variance.\"},{\"question\":\"What factors are discussed as possible sources of variance in reading and math performance?\",\"answer\":\"The text highlights cognitive processes such as phonemic awareness and phonological processing for reading, and domain-general and domain-specific processes for mathematics, alongside some environmental influences that explain limited variance.\"}]","Academic Self-Perception and Its Relationship to Academic Performance | PDF",1792084780,48]