Kompetent und beliebt? Der Zusammenhang von Kompetenzen und Selbstkonzepten in Mathematik und Lesen mit der wahrgenommenen Beliebtheit bei Peers

Translated title of the contribution: Competent and popular?: The relationship of competencies and self-concepts in mathematics and reading to perceived peer popularity

Ilka Wolter, Tina Seidel

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Peer popularity is a relevant aspect of well-being and academic success. Amongst other impact factors self-concept and academic achievement are predictive for peer popularity. The present study focuses on the correlation of students’ grades, competencies and self-concepts in mathematics and reading to perceived peer popularity. Against the background of gender stereotypes with respect to the domains mathematics and reading, we hypothesized differential relationships with boys’ and girls’ perceived popularity. In a sample from the National Educational Panel Study of grade five students (N = 4427) from lower (Hauptschule), middle (Realschule) and highest (Gymnasium) track schools, we conducted a multiple group comparison. The results showed similar relationships for both girls and boys in all three school forms. There was a correlation of students’ grades in mathematics and of their verbal self-evaluation with their perceived peer popularity. However, grades in language arts (i. e. German), domain-specific competencies and mathematical self-concept were not related to perceived popularity. Results suggest that high verbal self-concept is positively associated with high self-assurance in social situations and in communication situations and that mathematics is regarded as more difficult and cognitively challenging compared to language arts.

Translated title of the contributionCompetent and popular?: The relationship of competencies and self-concepts in mathematics and reading to perceived peer popularity
Original languageGerman
Pages (from-to)387-404
Number of pages18
JournalZeitschrift fur Erziehungswissenschaft
Volume20
Issue number3
DOIs
StatePublished - 1 Sep 2017

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