Volume 22, Issue 2 (1993)
Advances in Research on Academic Self-Concept: Implications for School Psychology
Recent advances in theory and research on academic self-concept have important implications for the practice of school psychology. This article reviews research on the most commonly posited structural models of self-concept, and the pervasive frame of reference effects that link individual academic self-concepts to the larger social context. Implications for practice flowing from this research are discussed.
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