Gender differences in the development of academic self-concept of attainment from the 2nd to the 6th grade: Relations with achievement and perceived motivational orientation
The aims of this study were, first, to examine gender differences in the development of math, reading and writing self-concept of attainment (SCA) from grade 2 to grade 6, and, second, to investigate the relationships between self-concept and academic achievements, and self-concept and motivation.
