References
Aunola, K., Nurmi, J. E., Lerkkanen, M. K., & Rasku-Puttonen, H. (2003). The roles of achievement-related behaviours and parental beliefs in children's mathematical performance. Educational Psychology, 23(4), 403-421. http://dx.doi.org/10.1080/01443410303212
Bandura, A. (1986). Social foundations of thought and action. Prentice Hall.
Blumenfeld, P. C., Pintrich, P. R., Meece, J., & Wessels, K. (1982). The formation and role of self-perceptions of ability in elementary classrooms. The Elementary School Journal, 82(5), 401-420. https://psycnet.apa.org/doi/10.1086/461278
Bohlmann, N. L., & Weinstein, R. S. (2013). Classroom context, teacher expectations, and cognitive level: Predicting children's math ability judgments. Journal of Applied Developmental Psychology, 34(6), 288-298. https://doi.org/10.1016/j.appdev.2013.06.003
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40. https://doi.org/10.1023/A:1021302408382
Brattesani, K. A., Weinstein, R. S., & Marshall, H. H. (1984). Student perceptions of differential teacher treatment as moderators of teacher expectation effects. Journal of Educational Psychology, 76(2), 236-247. https://psycnet.apa.org/doi/10.1037/0022-0663.76.2.236
Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631-661. https://psycnet.apa.org/doi/10.1037/0022- 0663.75.5.631
Byrne, B. M. (1984). The general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research, 54(3), 427-456. https://doi.org/10.3102%2F00346543054003427
Carr, M., Borkowski, J. G., & Maxwell, S. E. (1991). Motivational components of underachievement. Developmental Psychology, 27(1), 108-118. http://dx.doi.org/10.1037//0012-1649.27.1.108
Chapman, J. W., & Tunmer, W. E. (1997). A longitudinal study of beginning reading achievement and reading self‐concept. British Journal of Educational Psychology, 67(3), 279-291. https://doi.org/10.1111/j.2044-8279.1997.tb01244.x
Chen, S. K., Yeh, Y. C., Hwang, F. M., & Lin, S. S. (2013). The relationship between academic self-concept and achievement: A multicohort–multioccasion study. Learning and Individual Differences, 23, 172-178. https://doi.org/10.1016/j.lindif.2012.07.021
Coopersmith, S., & Feldman, R. E. (1974). The formative years: Principles of early childhood education. Albion Publishing Company.
Covington, M. V., & Omelich, C. L. (1979). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71(2), 169-182. https://psycnet.apa.org/doi/10.1037/0022-0663.71.2.169
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). W. H. Freeman.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225. https://doi.org/10.1177%2F0146167295213003
Entwisle, D. R., & Alexander, K. L. (1990). Beginning school math competence: Minority and majority comparisons. Child Development, 61(2), 454-471. https://doi.org/10.2307/1131107
Entwisle, D. R., & Baker, D. P. (1983). Gender and young children's expectations for performance in arithmetic. Developmental Psychology, 19(2), 200-209. https://psycnet.apa.org/doi/10.1037/0012-1649.19.2.200
Frome, P. M., & Eccles, J. S. (1998). Parents' influence on children's achievement-related perceptions. Journal of Personality and Social Psychology, 74(2), 435-452. https://doi.org/10.1037//0022-3514.74.2.435
Galper, A., Wigfield, A., & Seefeldt, C. (1997). Head Start parents' beliefs about their children's abilities, task values, and performances on different activities. Child Development, 68(5), 897-907. https://doi.org/10.1111/j.1467-8624.1997.tb01969.x
Gill, S., & Reynolds, A. J. (1999). Educational expectations and school achievement of urban African American children. Journal of School Psychology, 37(4), 403-424. https://doi.org/10.1016/S0022-4405(99)00027-8
Gniewosz, B., Eccles, J. S., & Noack, P. (2012). Secondary school transition and the use of different sources of information for the construction of the academic self‐concept. Social Development, 21(3), 537-557. http://dx.doi.org/10.1111/j.1467-9507.2011.00635.x
Gniewosz, B., Eccles, J. S., & Noack, P. (2015). Early adolescents' development of academic self‐concept and intrinsic task value: The role of contextual feedback. Journal of Research on Adolescence, 25(3), 459-473. https://psycnet.apa.org/doi/10.1111/jora.12140
Goldenberg, C., Gallimore, R., Reese, L., & Garnier, H. (2001). Cause or effect? A longitudinal study of immigrant Latino parents' aspirations and expectations, and their children's school performance. American Educational Research Journal, 38(3), 547-582. https://doi.org/10.3102%2F00028312038003547
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3), 153-166. https://doi.org/10.1007/s11199-011-9996-2
Halle, T. G., Kurtz-Costes, B., & Mahoney, J. L. (1997). Family influences on school achievement in low-income, African American children. Journal of Educational Psychology, 89(3), 527-537. http://dx.doi.org/10.1037/0022-0663.89.3.527
Hess, R. D., Holloway, S. D., Dickson, W. P., & Price, G. G. (1984). Maternal variables as predictors of children's school readiness and later achievement in vocabulary and mathematics in sixth grade. Child Development, 55(5), 1902-1912. https://psycnet.apa.org/doi/10.2307/1129937
Hoge, R. D., & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59(3), 297-313. https://doi.org/10.3102%2F00346543059003297
Madon, S., Smith, A., Jussim, L., Russell, D. W., Eccles, J., Palumbo, P., & Walkiewicz, M. (2001). Am I as you see me or do you see me as I am? Self-fulfilling prophecies and self- verification. Personality and Social Psychology Bulletin, 27(9), 1214-1224. http://dx.doi.org/10.1177/0146167201279013
Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80(3), 366-380. http://dx.doi.org/10.1037/0022-0663.80.3.366
Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1992). A multidimensional, hierarchical self- concept. In T. M. Brinthaupt & R. P. Lipka (Eds.), SUNY series, studying the self. The self: Definitional and methodological issues (pp. 44-95). State University of New York Press.
Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133-163. https://doi.org/10.1111%2Fj.1745-6916.2006.00010.x
McGrath, E. P., & Repetti, R. L. (2000). Mothers' and fathers' attitudes toward their children's academic performance and children's perceptions of their academic competence. Journal of Youth and Adolescence, 29(6), 713-723. http://dx.doi.org/10.1023/A:1026460007421
Mejía-Rodríguez, A. M., Luyten, H., & Meelissen, M. R. (2020). Gender differences in mathematics self-concept across the world: an exploration of student and parent data of TIMSS 2015. International Journal of Science and Mathematics Education, 19, 1229- 1250.
Midgley, C., & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. The Journal of Early Adolescence, 15(4), 389-411. http://dx.doi.org/10.1177/0272431695015004001
Nurmi, J. E., Onatsu, T., & Haavisto, T. (1995). Underachievers′ cognitive and behavioural strategies-self-handicapping at school. Contemporary Educational Psychology, 20(2), 188-200. https://doi.org/10.1006/ceps.1995.1012
Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239-266). Ablex Publishing.
Parsons, J. E., Adler, T. F., & Kaczala, C. M. (1982). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53(2), 310-321. https://doi.org/10.2307/1128973
Pesu, L., Aunola, K., Viljaranta, J., & Nurmi, J. E. (2016). The development of adolescents’ self- concept of ability through grades 7-9 and the role of parental beliefs. Frontline Learning Research, 4(3), 92-109. https://doi.org/10.14786/flr.v4i3.249
Pesu, L., Aunola, K., Viljaranta, J., Hirvonen, R., & Kiuru, N. (2018). The role of mothers' beliefs in students' self-concept of ability development. Learning and Individual Differences, 65, 230-240. https://doi.org/10.1016/j.lindif.2018.05.013
Pesu, L., Viljaranta, J., & Aunola, K. (2016). The role of parents' and teachers' beliefs in children's self-concept development. Journal of Applied Developmental Psychology, 44, 63-71. https://doi.org/10.1016/j.appdev.2016.03.001
Putnick, D. L., Hahn, C. S., Hendricks, C., Suwalsky, J. T., & Bornstein, M. H. (2020). Child, other, father, and teacher beliefs about child academic competence: Predicting math and reading performance in European American adolescents. Journal of Research on Adolescence, 30, 298-314. https://doi.org/10.1111/jora.12477
Rytkönen, K., Aunola, K., & Nurmi, J. E. (2007). Do parents’ causal attributions predict the accuracy and bias in their children’s self‐concept of maths ability? A longitudinal study. Educational Psychology, 27(6), 771-788. https://doi.org/10.1080/01443410701309316
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. http://dx.doi.org/10.3102/00346543046003407
Spinath, B., & Spinath, F. M. (2005). Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children. Learning and Instruction, 15(2), 87-102. https://doi.org/10.1016/j.learninstruc.2005.04.008
Stevenson, H. W., & Newman, R. S. (1986). Long-term prediction of achievement and attitudes in mathematics and reading. Child Development, 57(3), 646-659. https://doi.org/10.2307/1130343
Tiedemann, J. (2000). Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school. Journal of Educational psychology, 92(1), 144-151. https://psycnet.apa.org/doi/10.1037/0022-0663.92.1.144
Vasalampi, K., Pakarinen, E., Torppa, M., Viljaranta, J., Lerkkanen, M. K., & Poikkeus, A. M. (2019). Classroom effect on primary school students’ self-concept in literacy and mathematics. European Journal of Psychology of Education, 35(3), 1-22. https://doi.org/10.1007/s10212-019-00439-3
Weiner, B., Frieze, I., Kukla, A., Reed, L., & Rest, S. (1971). Perceiving the causes of success and failure. General Learning Press.
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89(3), 451-469. http://dx.doi.org/10.1037/0022-0663.89.3.451
Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74(6), 1619-1628.
Language Related Research