Abstract
75 fourth grade children (29 boys, 46 girls) were asked to draw themselves in separate reading and math contexts. Heights of drawing of self were significantly different for high and low achievers. Context and size of self-portrait in children's drawings are discussed as potential predictors of pupils’ academic achievement.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
