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  • Title: Self-Concepts, Self-Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children.
    Author: Cvencek D, Fryberg SA, Covarrubias R, Meltzoff AN.
    Journal: Child Dev; 2018 Jul; 89(4):1099-1109. PubMed ID: 28386954.
    Abstract:
    Minority and majority elementary school students from a Native American reservation (N = 188; K-fifth grade; 5- to 10-year-olds) completed tests of academic self-concepts and self-esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self-esteem. Minority students demonstrated lower academic self-concepts and lower achievement than majority students. Two age-related patterns emerged. First, minority students had lower academic achievement than majority students, and this effect was stronger in older (Grades 3-5) than in younger (Grades K-2) students. Second, children's actual achievement was related to their academic self-concepts for older students but more strongly linked to self-esteem in younger students. The authors offer a developmental account connecting students' developing self-representations to their school achievement.
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