Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.

@article{Trautwein2006SelfesteemAS,
  title={Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.},
  author={Ulrich Trautwein and Oliver L{\"u}dtke and Olaf K{\"o}ller and J{\"u}rgen Baumert},
  journal={Journal of personality and social psychology},
  year={2006},
  volume={90 2},
  pages={334-49}
}
The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments… CONTINUE READING

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