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oai:www.ideals.illinois.edu:2142/82004 2023-07-11 col_2142_5131 col_2142_11614 com_2142_5130 com_2142_11613 com_2142_8903

Eva Pomerantz Altermatt, Ellen Rydell 2015-09-25T20:38:37Z 2015-09-25T20:38:37Z 10000-01-01 2001 2001 Study 2 examined children's classroom discourse as one mechanism through which peers may influence children's beliefs about their academic capabilities. Kindergarten, first grade, and second grade students (N = 106) participated in two waves of data collection, approximately one year apart. During the first year of the study, children's verbal interactions with their classmates were observed and recorded. During the spring of each year, children's self-perceptions of competence were assessed. Analyses revealed that changes in children's competence perceptions could be predicted from the types of statements that children made and had directed toward them by peers in the classroom setting. Examining sequences of children's statements proved helpful in explaining the observed changes in children's perceptions of competence over time. Made available in DSpace on 2015-09-25T20:38:37Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3023007.pdf: 6326785 bytes, checksum: 0302b8331f5965d55cda5cd7e6afe237 (MD5) Previous issue date: 2001 Embargo set by: Seth Robbins for item 83285 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 133 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001. http://hdl.handle.net/2142/82004 (MiAaPQ)AAI3023007 eng Education, Educational Psychology Peer Socialization of Achievement -Related Beliefs text Psychology Psychology University of Illinois at Urbana-Champaign Dissertation Ph.D.