Publication Date

2015

Abstract

Positive academic self-concept has been considered one of the most important indicators of educational success. Empirical evidence across divergent educational and cultural contexts supports (1) a hierarchical multidimensional model of selfconcept, (2) reciprocal causal relations between academic achievement and corresponding self-concepts, (3) the use of both internal and external frames in making self-concept judgment, and (4) the importance of both social comparison and reflected glory effects.

School/Institute

Institute for Positive Psychology and Education

Document Type

Book Chapter

Access Rights

ERA Access

Access may be restricted.

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