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Development of Self-Concept in Multi-Grade 3rd and 4th Classes

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Title: Development of Self-Concept in Multi-Grade 3rd and 4th Classes
Language: English
Authors: Munser-Kiefer, Meike (ORCID 0000-0003-1876-6840), Martschinke, Sabine (ORCID 0000-0003-3492-6912), Lindl, Alfr (ORCID 0000-0002-6969-8385), Hartinger, Andreas (ORCID 0000-0003-1246-9263)
Source: International Electronic Journal of Elementary Education. Mar 2023 15(4):343-356.
Availability: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Descriptors: Grade 3, Grade 4, Multigraded Classes, Self Concept, Elementary School Students, Reading Skills, Classroom Environment, Reading Achievement, Student Characteristics
ISSN: 1307-9298
Abstract: The assumption that multi-grade learning enhances and sustains positive self-concept is widespread, although neither theory nor empirics have yet allowed for firm conclusions. This paper reports on a representative longitudinal study of multi-grade learning in grades 3 and 4 comparing the development of students' self-concept in reading in multi-grade and single-grade classes, also providing a differentiated analysis of the development at varying performance levels. The results show that self-concept is less stable in multi-grade classes. At the end of grade 3, students' self-concept in multi-grade classes is lower than in single-grade classes, although the average achievement level is higher. This effect is mainly ascribed to low-achieving children; however, all students' self-concept recovers by the end of grade 4. Regarding students with a very low self-concept, they are found to a comparable extent in both multi-grade and single-grade classes, but the number of these students is low and the affected students change. The data indicates that pedagogical support is needed, especially in grade 3, to mitigate the effects of social comparison. Further analysis should include the quality of multi-grade teaching implemented in the classroom and its effects.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1395225
Database: ERIC
FullText Links:
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  Label: Title
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  Data: Development of Self-Concept in Multi-Grade 3rd and 4th Classes
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Munser-Kiefer%2C+Meike%22">Munser-Kiefer, Meike</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1876-6840">0000-0003-1876-6840</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martschinke%2C+Sabine%22">Martschinke, Sabine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3492-6912">0000-0003-3492-6912</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lindl%2C+Alfr%22">Lindl, Alfr</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6969-8385">0000-0002-6969-8385</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hartinger%2C+Andreas%22">Hartinger, Andreas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1246-9263">0000-0003-1246-9263</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. Mar 2023 15(4):343-356.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Multigraded+Classes%22">Multigraded Classes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink>
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  Data: 1307-9298
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The assumption that multi-grade learning enhances and sustains positive self-concept is widespread, although neither theory nor empirics have yet allowed for firm conclusions. This paper reports on a representative longitudinal study of multi-grade learning in grades 3 and 4 comparing the development of students' self-concept in reading in multi-grade and single-grade classes, also providing a differentiated analysis of the development at varying performance levels. The results show that self-concept is less stable in multi-grade classes. At the end of grade 3, students' self-concept in multi-grade classes is lower than in single-grade classes, although the average achievement level is higher. This effect is mainly ascribed to low-achieving children; however, all students' self-concept recovers by the end of grade 4. Regarding students with a very low self-concept, they are found to a comparable extent in both multi-grade and single-grade classes, but the number of these students is low and the affected students change. The data indicates that pedagogical support is needed, especially in grade 3, to mitigate the effects of social comparison. Further analysis should include the quality of multi-grade teaching implemented in the classroom and its effects.
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  Data: 2023
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  Label: Accession Number
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  Data: EJ1395225
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 343
    Subjects:
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Multigraded Classes
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
    Titles:
      – TitleFull: Development of Self-Concept in Multi-Grade 3rd and 4th Classes
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              M: 03
              Type: published
              Y: 2023
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