Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9. / Gensowski, Miriam; Ludeke, Steven G.; John, Oliver P.; Andersen, Simon Calmar.

I: Journal of Research in Personality, Bind 92, 104090, 06.2021.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Gensowski, M, Ludeke, SG, John, OP & Andersen, SC 2021, 'Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9', Journal of Research in Personality, bind 92, 104090. https://doi.org/10.1016/j.jrp.2021.104090

APA

Gensowski, M., Ludeke, S. G., John, O. P., & Andersen, S. C. (2021). Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9. Journal of Research in Personality, 92, [104090]. https://doi.org/10.1016/j.jrp.2021.104090

Vancouver

Gensowski M, Ludeke SG, John OP, Andersen SC. Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9. Journal of Research in Personality. 2021 jun.;92. 104090. https://doi.org/10.1016/j.jrp.2021.104090

Author

Gensowski, Miriam ; Ludeke, Steven G. ; John, Oliver P. ; Andersen, Simon Calmar. / Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9. I: Journal of Research in Personality. 2021 ; Bind 92.

Bibtex

@article{97a1d6f534984a1e91ce706f13e6b886,
title = "Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9",
abstract = "Research on students{\textquoteright} understandings of their academic performance often faces limits with respect to sample diversity, statistical power, breadth of participant information, and ability to continuously track the development of participants. Government registry data do not face such limitations. We validate a brief measure of academic self-perceptions contained within the Danish Well-Being Survey, a self-report measure administered annually to all Danish public-school students (grades 4 through 9) and linked with rich registry data regarding these students, their families, schools, and communities. We then perform exceptionally well-powered analyses of the influence of academic self-perceptions on the pursuit of further academically-intensive education (N = 35,227) and of the development of academic self-perceptions during late childhood and adolescence (N = 284,024).",
keywords = "Faculty of Social Sciences, Academic self-perception, Academic self-concept, Registry data, Educational development",
author = "Miriam Gensowski and Ludeke, {Steven G.} and John, {Oliver P.} and Andersen, {Simon Calmar}",
year = "2021",
month = jun,
doi = "10.1016/j.jrp.2021.104090",
language = "English",
volume = "92",
journal = "Journal of Research in Personality",
issn = "0092-6566",
publisher = "Academic Press",

}

RIS

TY - JOUR

T1 - Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9

AU - Gensowski, Miriam

AU - Ludeke, Steven G.

AU - John, Oliver P.

AU - Andersen, Simon Calmar

PY - 2021/6

Y1 - 2021/6

N2 - Research on students’ understandings of their academic performance often faces limits with respect to sample diversity, statistical power, breadth of participant information, and ability to continuously track the development of participants. Government registry data do not face such limitations. We validate a brief measure of academic self-perceptions contained within the Danish Well-Being Survey, a self-report measure administered annually to all Danish public-school students (grades 4 through 9) and linked with rich registry data regarding these students, their families, schools, and communities. We then perform exceptionally well-powered analyses of the influence of academic self-perceptions on the pursuit of further academically-intensive education (N = 35,227) and of the development of academic self-perceptions during late childhood and adolescence (N = 284,024).

AB - Research on students’ understandings of their academic performance often faces limits with respect to sample diversity, statistical power, breadth of participant information, and ability to continuously track the development of participants. Government registry data do not face such limitations. We validate a brief measure of academic self-perceptions contained within the Danish Well-Being Survey, a self-report measure administered annually to all Danish public-school students (grades 4 through 9) and linked with rich registry data regarding these students, their families, schools, and communities. We then perform exceptionally well-powered analyses of the influence of academic self-perceptions on the pursuit of further academically-intensive education (N = 35,227) and of the development of academic self-perceptions during late childhood and adolescence (N = 284,024).

KW - Faculty of Social Sciences

KW - Academic self-perception

KW - Academic self-concept

KW - Registry data

KW - Educational development

U2 - 10.1016/j.jrp.2021.104090

DO - 10.1016/j.jrp.2021.104090

M3 - Journal article

VL - 92

JO - Journal of Research in Personality

JF - Journal of Research in Personality

SN - 0092-6566

M1 - 104090

ER -

ID: 259574445