The Metacognitive Component of Academic Self-Concept: The Development of a Triarchic Self-Scale

Авторы: Mandelman S.D., Tan M., Kornilov S.A., Sternberg R.J., Grigorenko E.L.
Журнал: Journal of Cognitive Education and Psychology
Том: 9
Номер: 1
Год издания: 2010
Первая страница: 73
Последняя страница: 86
DOI: 10.1891/1945-8959.9.1.73
Аннотация: Self-concept—more specifically academic self-concept—and its connection to aca- demic achievement have long been studied. It has been widely accepted that one’s self-concept is formed through interaction with one’s environment and significant others. Here we suggest that an internal metacognitive component of self-concept is also critical to its development. This hypothesis is investigated here by the devel- opment of a metacognitive-academic self-concept scale as part of a larger battery based on Sternberg’s triarchic model of successful intelligence. The academic self- concept scale’s psychometric properties, with respect to both children and adults, and its correlations with a group-administered cognitive assessment are presented. Additionally, a series of Q-factor analyses of the results on the scale are provided, revealing multiple distinguishable academic self-concept profiles. Collectively, these data suggest that a self-concept scale regarding one’s abilities can provide an addi- tional source of information for the cognitive profiles of students.
Добавил в систему: Корнилов Сергей Александрович

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