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dc.contributor.authorHay, Ianen_US
dc.contributor.authorStewart, Annaen_US
dc.contributor.authorAshman, A.en_US
dc.contributor.authorVan Kraayenoord, C.en_US
dc.date.accessioned2017-04-24T10:44:28Z
dc.date.available2017-04-24T10:44:28Z
dc.date.issued1999en_US
dc.date.modified2009-09-01T05:59:09Z
dc.identifier.issn00220663en_US
dc.identifier.doihttp://psycnet.apa.org/journals/edu/91/2/225/en_AU
dc.identifier.urihttp://hdl.handle.net/10072/25506
dc.description.abstractFrom a self-verification perspective, individuals strive to maintain a consistent self-concept, even if that self-concept is negative. However, most of the research has involved adults and social relationships. In contrast, this study evaluated whether self-verification was also present with children and in the formation of academic self-concept. This was done with a sample of preadolescent students with low and high reading and mathematics performance. There was support for the self-verification notion that individuals with low achievement in one academic domain reduce their self-concept in another.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAmerican Psychological Associationen_US
dc.publisher.placeUSAen_US
dc.publisher.urihttp://www.apa.org/journals/edu/en_AU
dc.relation.ispartofpagefrom225en_US
dc.relation.ispartofpageto229en_US
dc.relation.ispartofjournalJournal of Educational Psychologyen_US
dc.relation.ispartofvolume91en_US
dc.titleIdentification of Self-verification in the Formation of Children's Academic Self-Concepten_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 1999 American Psycological Association. Please refer to the journal link for access to the definitive, published version.en_AU
gro.date.issued1999
gro.hasfulltextNo Full Text


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