Self-Assessment of Academic Competence by Junior School-Children

Arkhireeva T.V.

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Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: https://doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

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Psychological Science and Education psyedu.ru
2009. Vol. 1, no. 2
ISSN: 2587-6139 (online)

Self-Assessment of Academic Competence by Junior School-Children ¹⁵⁸⁶

Arkhireeva T.V.
PhD in Psychology, Associate professor at the Psychology chair, Yaroslav Mudry Novgorod State University, Veliky Novgorod, Russia
e-mail: ArxireevaT@yandex.ru

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The article describes the results of an empirical study on academic competence self-assessment. This type of assessment includes assessment of own ability to succeed at mastering the scholastic attainments, as well as characteristics and dynamics of explanation reasons of their success / failure. The results indicate that self-assessment of possibility to succeed prevails. Junior school-children attribute their success to their own efforts, and failure – to bad luck. The changes occurring in explanation of their reasons for success / failure are shown across 1st and 3rd grades.

Keywords: academic competence self-assessment, attributive schemes of success / failure, junior school-children.

Column: Educational Psychology

For Reference

Arkhireeva T.V. Self-Assessment of Academic Competence by Junior School-Children [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2009. Vol. 1, no. 2 (In Russ., аbstr. in Engl.)

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