2013;29:122-137. doi: 10.1080/02667363.2013.779572.

Change in Myself-As-a-Learner Scale (MALS) scores as pupils transfer to and progress through secondary school.

Educational Psychology in Practice

Roger Norgate, Cara Osborne, Amy Warhurst

UIID-EM: 144 Bookshelf ID: 2013-23776-002 DOI: 10.1080/02667363.2013.779572

Abstract

Longitudinal changes in pupils’ academic self-perception (as measured by Myself-As-a-Learner Scale [MALS]) were investigated between Year 6 and Year 10. The possibility of there being gender and attainment differences was also explored. There was a significant drop in mean MALS scores between Years 6 and 7. There was a further drop between Years 7 and 8 but this was small and not statistically significant. MALS scores remained largely stable between Years 7 and 10. Girls scored lower than boys on this measure and this difference reached significance in the Years 6 to 7 data. The results showed that higher attaining pupils (as measured by the Key Stage 2 levels in English, Maths and Science) had higher average MALS scores. Implications for the standardisation arrangements of the MALS test are discussed, with particular reference to the desirability to include norms to incorporate attainment, age and sex. (PsycINFO Database Record (c) 2013 APA, all rights reserved). (journal abstract)

Keywords: Myself As a Learner Scale; academic self-perception; Key Stage 3; attainment; sex differences; grade transfer; academic progress; School Transition

Publication Types

• Journal Article