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Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 2 Study 1 and Study 2: relations between academic self-concept and belief about one’s own perspective-taking over time

From: School students’ beliefs about abilities and perspective-taking over time

 

Study 1

Study 2

Girls

Boys

Girls

Boys

β

SE

p

β

SE

p

β

SE

p

β

SE

p

T1 BPT regressed on

Fluid reas.

–

–

–

–

–

–

.042

.032

.192

− .067

.030

.025

Rec. voc.

–

–

–

–

–

–

.015

.039

.698

.092

.038

.017

Reading flu.

–

–

–

–

–

–

.073

.035

.038

.016

.033

.626

Migration

.022

.021

.310

− .036

.022

.103

− .009

.031

.765

.029

.029

.315

T. of school

.037

.020

.070

.007

.021

.748

.013

.031

.672

.048

.028

.093

SES

.049

.023

.030

− .017

.023

.467

− .006

.036

.875

− .005

.034

.885

T1 ASC regressed on

Fluid reas.

–

–

–

–

–

–

.002

.022

.942

− .039

.021

.059

Rec. voc.

–

–

–

–

–

–

.061

.027

.024

.135

.026

< .001

Reading flu.

–

–

–

–

–

–

.204

.025

< .001

.149

.024

< .001

Migration

.020

.024

.408

− .030

.020

.113

.041

.020

.035

.005

.020

.780

T. of school

.102

.024

.000

.030

.020

.155

.036

.020

.073

.013

.019

.499

SES

.080

.027

.003

.022

.020

.290

.053

.023

.020

.036

.021

.091

T2 BPT regressed on

T1 BPT

.420

.054

.000

.353

.046

.000

.409

.048

0

.343

.046

<  .001

T1 ASC

.082

.037

.028

.187

.043

.000

.180

.065

.005

.309

.058

< .001

T2 Math Gr.

.034

.024

.159

− .015

.025

.558

–

–

–

–

–

–

T2 Lit. Gr.

− .068

.027

.011

− .083

.026

.001

− .037

.031

.227

− .075

.029

.010

Fluid reas.

–

–

–

–

–

–

− .032

.025

.214

.017

.024

.479

Rec. voc.

–

–

–

–

–

–

− .017

.031

.574

− .040

.032

.220

Reading flu.

–

–

–

–

–

–

− .062

.030

.040

− .067

.026

.010

Migration

.006

.023

.801

.002

.024

.921

.038

.023

.100

.012

.022

.599

T. of school

.035

.022

.116

− .027

.023

.235

.017

.024

.487

− .016

.022

.462

SES

− .020

.025

.435

.018

.024

.463

− .012

.031

.705

.005

.025

.833

T2 ASC regressed on

T1 BPT

.078

.043

.072

.088

.037

.016

.149

.041

< .001

.044

.032

.176

T1 ASC

.612

.048

.000

.635

.048

.000

.704

.082

< .001

.616

.067

< .001

T2 Math Gr.

− .183

.025

.000

− .186

.023

.000

–

–

–

–

–

–

T2 Lit. Gr.

− .215

.026

.000

− .126

.024

.000

− .068

.030

.021

− .101

.026

< .001

Fluid reas.

–

–

–

–

–

–

− .022

.022

.321

− .007

.022

.734

Rec. voc.

–

–

–

–

–

–

.024

.028

.404

.051

.026

.049

Reading flu.

–

–

–

–

–

–

.047

.030

.115

.030

.022

.176

Migration

.025

.021

.236

.076

.020

.000

.027

.022

.211

.037

.021

.080

T. of school

− .068

.022

.003

− .059

.019

.002

.003

.021

.887

− .012

.019

.512

SES

− .101

.024

.000

.020

.020

.313

− .017

.028

.555

.020

.021

.354

T3 BPT regressed on

T2 BPT

.431

.050

.000

.414

.044

.000

.619

.082

< .001

.625

.065

< .001

T2 ASC

.057

.045

.206

− .031

.046

.494

.078

.059

.188

.055

.052

.291

T2 Math Gr.

.012

.026

.647

− .046

.026

.083

–

–

–

–

–

–

T2 Lit. Gr.

− .018

.029

.540

.008

.026

.774

.025

.031

.427

.083

.031

.006

Fluid reas.

–

–

–

–

–

–

− .016

.025

.535

.011

.028

.678

Rec. voc.

–

–

–

–

–

–

− .019

.029

.502

.048

.035

.165

Reading flu.

–

–

–

–

–

–

− .001

.031

.982

− .006

.027

.812

Migration

.019

.025

.445

− .014

.023

.554

− .001

.025

.982

.008

.026

.767

T. of school

.072

.022

.001

.002

.023

.914

.059

.025

.021

.001

.025

.972

SES

.064

.024

.008

.023

.023

.318

− .01

.03

.735

.018

.029

.523

T3 ASC regressed on

T2 BPT

.008

.035

.828

− .032

.032

.318

.108

.048

.023

.035

.044

.431

T2 ASC

.752

.050

.000

.631

.048

.000

.605

.057

< .001

.525

.057

< .001

T2 Math Gr.

− .049

.023

.034

− .023

.021

.277

–

–

–

–

–

–

T2 Lit. Gr.

.019

.024

.428

.001

.022

.976

− .002

.032

.949

.005

.029

.861

Fluid reas.

–

–

–

–

–

–

− .013

.022

.554

.005

.023

.821

Rec. voc.

–

–

–

–

–

–

.094

.027

.001

.133

.031

< .001

Reading flu.

–

–

–

–

–

–

.038

.030

.196

.053

.026

.042

Migration

− .009

.020

.676

.002

.020

.933

− .024

.023

.294

.022

.024

.349

T. of school

− .011

.019

.577

− .002

.020

.926

.021

.021

.318

− .012

.021

.575

SES

.073

.022

.001

.029

.020

.151

.034

.027

.201

− .016

.026

.538

  1. ASC academic self-concept (Quellenberg 2009; Fischer et al. 2017). BSPT belief about one’s own perspective-taking (Davis 1980). Math Gr. math grades., Lit. Gr. literature grades., Migration ethnic background (out of Germany coded as 1, German background coded as 0), T. of school type of school, SES socio-economic status (Study 2: Fluid reas. fluid reasoning (Weiß 2006), Rec. voc. receptive vocabulary (Weiß 2006), Reading flu. reading fluency (Auer et al. 2011). The nested data structure (students within school classes) was considered at the individual level (Oberski 2014)
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