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Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 1 Correlations between academic self-concept, perspective-taking, school achievement, cognitive abilities, and socio-economic status at time 1

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

Study 1: variable

1

2

3

4

5

  

1. Academic self-concept

–

.21***

− .16***

− .21***

.003

  

2. Perspective-taking

.17***

–

− .03***

− .02

− .02

  

3. School grades in literature class

−.19**

− .04

–

.46***

− .20***

  

4. School grades in math class

− .23***

.05*

  

− .15***

  

5. Socio-economic status

.05

.05*

 

–

   

Study 1: variable

1

2

3

4

5

6

7

1. Academic self-concept in reading

–

.26***

− .27***

.08**

.37***

.38***

.14***

2. Perspective-taking

.32***

–

− .14***

− .03

.11***

.07*

.06

3. School grades in literature class

− .37***

− .12**

–

− .18***

− .36***

− .37***

− .26***

4. Fluid reasoning

.14***

.09*

− .22***

–

.30***

.18***

.04

5. Receptive vocabulary

.35***

.08*

− .44***

.28***

–

.52***

.23***

6. Reading fluency

.43***

.14***

− .43***

.20***

.55***

–

.14***

7. Socio-economic status

.20***

.03

− .31***

.13***

.31***

.24***

–

  1. Academic self-concept (Quellenberg 2009; Fischer et al. 2017). Belief about one’s own perspective-taking (Davis 1980). Study 1: Correlation coefficients below the diagonal are for girls in fifth grade (Time 1); values above the diagonal are for boys (Time 1). Variables representing cognitive abilities were not provided in the scientific use file (see Quellenberg 2009, for all large-scale variables). Study 2: Fluid reasoning and receptive vocabulary (Weiß 2006). Reading fluency (Auer et al. 2011). Values below the diagonal are for girls from the beginning of fifth grade (Time 1); values above the diagonal are correlation coefficients for boys (Time 1). **p < .01, ***p < .001
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