Reciprocal Effects Between Perceived Teacher Behavior, Students' Self-Concept, and Academic Achievement in Accounting

• In Event: 34.026 - Advances in Self-Concept Research

Abstract

In the present study we ask if the skill-development or the self-enhancement approach or both predict students’ self-concept development in the vocational domain accounting. The longitudinal analysis considers climate effects (autonomy supportive teacher behaviour) and compositional effects (big-fish-little-pond effect) too. By means of multilevel structural equation modeling these hypotheses are tested on the basis of data from 850 students in 24 classes from grade 9 to grade 11. Even though the academic self-concept is quite stable over time both assumed approaches are confirmed. The assumptions regarding the contextual influence are confirmed too but vary along the hierarchical level, the grade and the operationalization of the average class ability. Analyses raise the question whether pedagogical measures can still foster adolescences’ self-concept.

Authors

• Christoph Helm, Johannes Kepler University of Linz

• Maria Krumpholz

• Karin Heinrichs, Otto Friedrich University Bamberg