Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9

Miriam Gensowski*, Steven G. Ludeke, Oliver P. John, Simon Calmar Andersen

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

Research on students’ understandings of their academic performance often faces limits with respect to sample diversity, statistical power, breadth of participant information, and ability to continuously track the development of participants. Government registry data do not face such limitations. We validate a brief measure of academic self-perceptions contained within the Danish Well-Being Survey, a self-report measure administered annually to all Danish public-school students (grades 4 through 9) and linked with rich registry data regarding these students, their families, schools, and communities. We then perform exceptionally well-powered analyses of the influence of academic self-perceptions on the pursuit of further academically-intensive education (N = 35,227) and of the development of academic self-perceptions during late childhood and adolescence (N = 284,024).

Original languageEnglish
Article number104090
JournalJournal of Research in Personality
Volume92
Issue numberJune
ISSN0092-6566
DOIs
Publication statusPublished - Jun 2021

Bibliographical note

Publisher Copyright:
© 2021 The Authors

Keywords

  • Academic self-concept
  • Academic self-perception
  • Educational development
  • Registry data

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