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


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2010-02

AUTHORS

Samuel D. Mandelman, Mei Tan, Sergey A. Kornilov, Robert J. Sternberg, Elena L. Grigorenko

ABSTRACT

Self-concept—more specifically academic self-concept—and its connection to academic 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 development 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 additional source of information for the cognitive profiles of students. More... »

PAGES

73-86(14)

References to SciGraph publications

  • 1990-06. A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification in EDUCATIONAL PSYCHOLOGY REVIEW
  • 1995-12. Metacognitive theories in EDUCATIONAL PSYCHOLOGY REVIEW
  • 2006-04. Metacognition and learning: conceptual and methodological considerations in METACOGNITION AND LEARNING
  • Identifiers

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    http://scigraph.springernature.com/pub.10.1891/1945-8959.9.1.73

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    DIMENSIONS

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