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Sample records for academic self-concept asc

  1. Self-Concept and Academic Progress.

    ERIC Educational Resources Information Center

    Hummel, Jeffrey W.; Cecil, Nancy Lee

    1984-01-01

    Focuses on the need for multimeasures of self-concept and self perceptions. Recommends the use of specific measures for academic self-concept, attitudes toward school, and attitudes toward specific subjects. (JAC)

  2. Academic Self-Concept: Modeling and Measuring for Science

    NASA Astrophysics Data System (ADS)

    Hardy, Graham

    2014-08-01

    In this study, the author developed a model to describe academic self-concept (ASC) in science and validated an instrument for its measurement. Unlike previous models of science ASC, which envisage science as a homogenous single global construct, this model took a multidimensional view by conceiving science self-concept as possessing distinctive facets including conceptual and procedural elements. In the first part of the study, data were collected from 1,483 students attending eight secondary schools in England, through the use of a newly devised Secondary Self-Concept Science Instrument, and structural equation modeling was employed to test and validate a model. In the second part of the study, the data were analysed within the new self-concept framework to examine learners' ASC profiles across the domains of science, with particular attention paid to age- and gender-related differences. The study found that the proposed science self-concept model exhibited robust measures of fit and construct validity, which were shown to be invariant across gender and age subgroups. The self-concept profiles were heterogeneous in nature with the component relating to self-concept in physics, being surprisingly positive in comparison to other aspects of science. This outcome is in stark contrast to data reported elsewhere and raises important issues about the nature of young learners' self-conceptions about science. The paper concludes with an analysis of the potential utility of the self-concept measurement instrument as a pedagogical device for science educators and learners of science.

  3. Academic self-concept and academic achievement: relations and causal ordering.

    PubMed

    Marsh, Herbert W; Martin, Andrew J

    2011-03-01

    BACKGROUND. A positive self-concept is valued as a desirable outcome in many disciplines of psychology as well as an important mediator to other outcomes. AIMS. The present review examines support for the reciprocal effects model (REM) that posits academic self-concept (ASC) and achievement are mutually reinforcing, each leading to gains in the other - and its extension to other achievement domains. METHOD. We review theoretical, methodological, and empirical support for the REM. Critical features in this research are a theoretical emphasis on multidimensional perspectives that focus on specific components of self-concept and a methodological focus on a construct validity approach to evaluating the REM. RESULTS. Consistent with these distinctions, REM research and a comprehensive meta-analysis show that prior ASC has direct and indirect effects on subsequent achievement, whilst the effects of self-esteem and other non-academic components of self-concept are negligible. We then provide an overview of subsequent support for the generality of the REM for: young children, cross-cultural, health (physical activity), and non-elite (gymnastics) and elite (international swimming championships) sport. CONCLUSION. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is self-concept an important outcome variable in itself, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed.

  4. Academic Self-Concept, Gender and Single-Sex Schooling

    ERIC Educational Resources Information Center

    Sullivan, Alice

    2009-01-01

    This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found…

  5. Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects

    ERIC Educational Resources Information Center

    Guay, Frederic; Ratelle, Catherine F.; Roy, Amelie; Litalien, David

    2010-01-01

    Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between…

  6. A Rasch Analysis of the Academic Self-Concept Questionnaire

    ERIC Educational Resources Information Center

    Joyce, Tan Bei Yu; Yates, Shirley M.

    2007-01-01

    This study used the Rasch model to assess the unidimensionality and item-person fit of an Academic Self-Concept Questionnaire (ASCQ) that is based on the Confucian Heritage Culture (CHC) perspective. Knowledge of the relationship between academic achievement and academic self-concept is particularly useful because academic achievement is…

  7. Hierarchical and Multidimensional Academic Self-Concept of Commercial Students.

    PubMed

    Yeung; Chui; Lau

    1999-10-01

    Adapting the Marsh (1990) Academic Self-Description Questionnaire (ASDQ), this study examined the academic self-concept of students in a school of commerce in Hong Kong (N = 212). Confirmatory factor analysis found that students clearly distinguished among self-concept constructs in English, Chinese, Math and Statistics, Economics, and Principles of Accounting, and each of these constructs was highly associated with a global Academic self-concept construct, reflecting the validity of each construct in measuring an academic component of self-concept. Domain-specific self-concepts were more highly related with students' intention of course selection in corresponding areas than in nonmatching areas, further supporting the multidimensionality of the students' academic self-concept. Students' self-concepts in the five curriculum domains can be represented by the global Academic self-concept, supporting the hierarchical structure of students' academic self-concept in an educational institution with a specific focus, such as commercial studies. The academic self-concepts of the commercial students are both multidimensional and hierarchical. Copyright 1999 Academic Press.

  8. Academic Self-Concept: Its Structure, Mechanism, and Relation to Academic Achievement.

    ERIC Educational Resources Information Center

    Li, Xiaodong

    1997-01-01

    Reviews research findings on academic self-concept, including the multidimensional character of academic self-concept, the role of frame of reference in academic self-concept formation, and the relationship between academic achievement and academic self-concept. Explores implications of this research for educational practice and suggests areas for…

  9. Some antecedents of academic self-concept: a longitudinal study.

    PubMed

    Chapman, J W; Lambourne, R; Silva, P A

    1990-06-01

    The influence of cognitive, achievement, and family background variables on academic self-concept was examined for 435 students participating in a major longitudinal study in New Zealand. Family background variables included mother's marital status at the birth of the child, family socio-economic status at the time the child was born, and family environment when the child was 7 years and 9 years of age. These factors were not significantly related to academic self-concept at ages 9 and 11. In addition, the general emotional status of mothers when their child was 3 years and 5 years old was not significantly related to academic self-concept at ages 9 and 11. Mother's intelligence when the child was 3 years, and mother's expectations for school performance when the child started school at age 5 were not significantly related to academic self-concept. Similarly, cognitive and intellectual functioning at ages 3, 5, 7, and 9 years were not significantly related to academic self-concept at ages 7 and 9 years. Rather, academic self-concept at age 11 appeared to be influenced primarily by reading achievement and academic self-concept at age 9, and academic self-concept at age 9 was influenced primarily by reading achievement at age 7. It was concluded that academic self-concept is mainly a product of school achievement, and that any influence home background factors may have are likely to occur by means of their effect on school achievement.

  10. The Relationship between Academic Self-Concept and School Withdrawal.

    ERIC Educational Resources Information Center

    House, J. Daniel

    1993-01-01

    Reports on a four-year longitudinal study of 2,544 college students to determine the relationship between academic self-concept and withdrawal from school. Finds that the most significant predictor of school withdrawal was the students' self-concept of their overall academic ability. (CFR)

  11. The effect of academic self-concept on ADHD and antisocial behaviors in early adolescence.

    PubMed

    Pisecco, S; Wristers, K; Swank, P; Silva, P A; Baker, D B

    2001-01-01

    Using structural equation modeling techniques, we evaluated the effect of academic self-concept (ASC) on the development of attention-deficit/hyperactivity disorder (ADHD) and antisocial behaviors in early adolescence. Participants (n = 445) were recruited from the Dunedin Multidisciplinary Health and Development Research study. Eligibility was determined by the presence of complete data for the following variables at the specified time periods: reading at age 7, teacher reports of ADHD and antisocial behaviors at age 7, self-ratings of ASC at ages 9 and 11, and teacher reports of ADHD and antisocial behaviors at age 13. The results indicated that ASC is an important construct that directly contributes to the development of antisocial behaviors rather than to symptoms of ADHD. The results also indicated that children's early history of behavioral problems and academic performance contribute to the development of a more robust understanding of the impact of ASC on the development of disruptive behaviors in early adolescence.

  12. An Examination of the Relationship between Academic Achievement, Peer Tutoring, Academic Self-Concept, and Personal Self-Concept

    ERIC Educational Resources Information Center

    Rogers, Keba Marguerita

    2010-01-01

    The purpose of the present study was to examine the relationship between academic achievement, as measured by high school GPA and cumulative undergraduate GPA, peer tutoring, academic self-concept, and personal self-concept. A total of 50 students (treatment=29, control=21) from a university in Western, NY participated in this study. The results…

  13. The Causal Ordering of Self-Concept and Academic Motivation and Its Effect on Academic Achievement

    ERIC Educational Resources Information Center

    Green, Jasmine; Nelson, Genevieve; Martin, Andrew J.; Marsh, Herb

    2006-01-01

    Critical questions in educational psychology research to be addressed in this paper concern the casual relationship between academic self-concept, academic motivation and its effect on academic achievement. Do changes in academic self-concept and academic motivation lead to changes in subsequent academic achievement? Various studies have attempted…

  14. The Impacts of Friendship Groups' Racial Composition When Perceptions of Prejudice Threaten Students' Academic Self-Concept

    ERIC Educational Resources Information Center

    Lehman, Brett

    2012-01-01

    Literature on racially prejudiced stereotypes suggests that students' academic self-concepts (ASC) can be damaged when a stereotype demeans the intelligence of their racial or ethnic group. There is little research on how students overcome this burden, but there is some evidence that the racial composition of friendship groups play a role. One…

  15. The Effect of Method of Evaluation on Student Aspiration of Success, Academic Self-Concept and Test Anxiety.

    ERIC Educational Resources Information Center

    Conley, Carolyn S.; Barnes, Laura L. B.

    The effects of three methods of evaluation (norm-referenced, regulated criterion-referenced, and negotiated criterion-referenced) on academic self-concept (ASC), test anxiety, and aspiration of success were studied for 73 college students (71 females and 2 males) from a large midwestern research university. Students were given a limited amount of…

  16. Breaking the Double-Edged Sword of Effort/Trying Hard: Developmental Equilibrium and Longitudinal Relations among Effort, Achievement, and Academic Self-Concept

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Guo, Jiesi; Arens, A. Katrin; Murayama, Kou

    2016-01-01

    Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern…

  17. The Reciprocal Internal/External Frame of Reference Model: An Integration of Models of Relations between Academic Achievement and Self-Concept

    ERIC Educational Resources Information Center

    Moller, Jens; Retelsdorf, Jan; Koller, Olaf; Marsh, Herb W.

    2011-01-01

    The reciprocal internal/external frame of reference model (RI/EM) combines the internal/external frame of reference model and the reciprocal effects model. The RI/EM predicts positive effects of mathematics and verbal achievement and academic self-concepts (ASC) on subsequent mathematics and verbal achievements and ASCs within domains and negative…

  18. Academic self-concept as a predictor of achievement for a sample of elementary school students.

    PubMed

    Lyon, M A; MacDonald, N T

    1990-06-01

    This study examined the relationship of academic self-concept scores of 122 children with their achievement in Grade 6 as compared to general self-concept and locus of control. Academic self-concept correlated significantly higher with teachers' grades and standardized measures of achievement than either general self-concept or locus of control. A multiple regression analysis also confirmed the potential usefulness of academic self-concept for predicting students' achievement. Academic self-concept may be a more useful construct in helping understand students' achievement than frequently administered measures of general self-concept.

  19. The Cross-Cultural Generalizability of a New Structural Model of Academic Self-Concepts

    ERIC Educational Resources Information Center

    Brunner, Martin; Keller, Ulrich; Hornung, Caroline; Reichert, Monique; Martin, Romain

    2009-01-01

    Prior research on the structure of academic self-concepts has demonstrated academic self-concepts to be domain-specific and hierarchically organized, but has largely failed to support the hypothesis that general academic self-concept is at the apex of the hierarchy. The present study investigates a new multidimensional nested-factor model of…

  20. The Structure of Academic Self-Concepts Revisited: The Nested Marsh/Shavelson Model

    ERIC Educational Resources Information Center

    Brunner, Martin; Keller, Ulrich; Dierendonck, Christophe; Reichert, Monique; Ugen, Sonja; Fischbach, Antoine; Martin, Romain

    2010-01-01

    The nested Marsh/Shavelson (NMS) model integrates structural characteristics of academic self-concepts that have proved empirically incompatible in previous studies. Specifically, it conceives of academic self-concepts to be subject specific, strongly separated across domains, and hierarchically organized, with general academic self-concept at the…

  1. Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.

    PubMed

    Trautwein, Ulrich; Lüdtke, Oliver; Köller, Olaf; Baumert, Jürgen

    2006-02-01

    The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between self-esteem, academic self-concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment.

  2. Academic self-concept, academic achievement, and leadership in university students studying in a physical therapy program.

    PubMed

    Gottlieb, Rosemary J; Rogers, Janet L

    2002-01-01

    Students enrolled in a selected admissions program, in which there are a limited number of student positions available, were assessed for academic self-concept using the Dimensions of Self-Concept upon entry into the program. This study was performed to explore whether academic self-concept scores could predict successful completion of an academic program and the impact of self-concept scores on academic achievement and professional leadership.

  3. A Structural Equation Modelling of the Academic Self-Concept Scale

    ERIC Educational Resources Information Center

    Matovu, Musa

    2014-01-01

    The study aimed at validating the academic self-concept scale by Liu and Wang (2005) in measuring academic self-concept among university students. Structural equation modelling was used to validate the scale which was composed of two subscales; academic confidence and academic effort. The study was conducted on university students; males and…

  4. Achievement-related expectancies, academic self-concept, and mathematics performance of academically underprepared adolescent students.

    PubMed

    House, J D

    1993-03-01

    The relationship between achievement-related expectancies, academic self-concept, and mathematics performance of 191 academically underprepared adolescent students was examined. After the effects of prior academic achievement were controlled for, a significant main effect for academic self-concept was found; as expected, students with higher academic self-concept earned significantly higher mathematics grades. In addition, after the effects of prior achievement were controlled for, female students were found to earn significantly higher mathematics grades than did male students. A significant three-way (Sex x Ethnic Group x Achievement-Related Expectancies) interaction was also noted. Unlike in several previous studies, no significant racial differences in mathematics performance were found. These students had a similar socioeconomic status (SES), and the effects of prior academic achievement were controlled for, suggesting that racial and gender differences in mathematics achievement may be partially explained by prior schooling and SES background, as posited by Reyes and Stanic (1988).

  5. Locus of Control, Academic Self-Concept, and Academic Dishonesty among High Ability College Students

    ERIC Educational Resources Information Center

    Rinn, Anne N.; Boazman, Janette

    2014-01-01

    The purposes of the current study were to evaluate a measure of academic dishonesty and examine high ability college students' loci of control and its effect on behaviors of academic dishonesty, as moderated by academic self-concept. A total of 357 high ability college students enrolled at two universities in the southwestern United States took…

  6. Academic Self-Concepts in Adolescence: Relations with Achievement and Ability Grouping in Schools

    ERIC Educational Resources Information Center

    Ireson, Judith; Hallam, Susan

    2009-01-01

    The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14-15 years and again two years later. Students' academic…

  7. A comparative study on undergraduate students' academic motivation and academic self-concept.

    PubMed

    Isiksal, Mine

    2010-11-01

    The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.

  8. Fostering Gifted Students' Affective Development: A Look at the Impact of Academic Self-Concept

    ERIC Educational Resources Information Center

    Rinn, Anne N.; Plucker, Jonathan A.; Stocking, Vicki B.

    2010-01-01

    The purpose of this paper is to provide educators and counselors with a framework for understanding the academic self-concepts of gifted students. As academic self-concept is theoretically linked with other constructs, including academic achievement and aspirations, it is vital that educators and counselors are aware of the experiences gifted…

  9. The Effects of Student-Faculty Interaction on Academic Self-Concept: Does Academic Major Matter?

    ERIC Educational Resources Information Center

    Kim, Young K.; Sax, Linda J.

    2014-01-01

    Using cross-classified multilevel modeling, this study attempted to improve our understanding of the group-level conditional effects of student-faculty interaction by examining the function of academic majors in explaining the effects of student-faculty interaction on students' academic self-concept. The study utilized data on 11,202…

  10. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    ERIC Educational Resources Information Center

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  11. Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering.

    PubMed

    Marsh, Herbert W; Trautwein, Ulrich; Lüdtke, Oliver; Köller, Olaf; Baumert, Jürgen

    2005-01-01

    Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature.

  12. The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success

    ERIC Educational Resources Information Center

    Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing

    2014-01-01

    Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…

  13. Academic self-concept of ability and cortisol reactivity.

    PubMed

    Minkley, N; Westerholt, D M; Kirchner, W H

    2014-05-01

    The present study aimed to clarify the relationship between a school-specific trait (academic self-concept of ability [ASCA]) and hormonal stress response by using a trait-compatible stressor (test). First, we determined 52 students' ASCA scores for biology and measured their salivary cortisol concentration before and after a biology test (experimental group, n=28) or a free writing task (control group, n=24). For participants who took the test, statistical analysis indicated a significant negative correlation between ASCA score and cortisol response. In contrast, the control group showed a decrease in cortisol concentrations between test times and no correlation between cortisol concentration and ASCA scores were found. These findings indicated an interaction between ASCA scores and hormonal stress response when an academic-related stressor is present. Furthermore, these variables might influence each other adversely: high cortisol concentrations during a test situation may lead to greater feelings of insecurity, resulting in low ASCA scores and awareness of these low scores may lead to a further increase in cortisol, creating a vicious cycle.

  14. Adolescent Self-Concept, Ability Grouping, and Social Comparison: Reexamining Academic Track Differences.

    ERIC Educational Resources Information Center

    Byrne, Barbara M.

    Covariance structural analyses (LISREL) were used to examine latent mean differences in general self-concept (SC), academic SC, English SC, and mathematics SC between low-track and high-track high school students. The study report is preceded by a theoretical model of adolescent self-concept and discussions of academic track as a social referent…

  15. A Psychometric Investigation of the Academic Self-Concept of Asian American College Students

    ERIC Educational Resources Information Center

    Cokley, Kevin; Patel, Nima

    2007-01-01

    The psychometric properties of scores from the Academic Self-Concept Scale are examined in a group of 198 Asian American college students. Using parallel analysis, a four-factor solution accounting for 46% of the variance was found. In a test of construct validity, academic self-concept was found to be negatively related to adherence to Asian…

  16. Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

    ERIC Educational Resources Information Center

    Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens

    2016-01-01

    We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…

  17. Academic Self-Concepts in Ability Streams: Considering Domain Specificity and Same-Stream Peers

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.; McInerney, Dennis M.; Yeung, Alexander S.

    2015-01-01

    The study examined the relations between academic achievement and self-concepts in a sample of 1,067 seventh-grade students from 3 core ability streams in Singapore secondary education. Although between-stream differences in achievement were large, between-stream differences in academic self-concepts were negligible. Within each stream, levels of…

  18. Relations between Academic Achievement and Self-Concept among Adolescent Students with Disabilities over Time

    ERIC Educational Resources Information Center

    Emenheiser, David E.

    2013-01-01

    Previous literature suggests that academic achievement and self-concept among adolescents in the general education population are positively related (e.g., Huang, 2011). For students with disabilities, however, the correlation between academic achievement and self-concept is sometimes negative and non-significant (Daniel & King, 1995; Feiwell,…

  19. Perceived Attachment Security to Father, Academic Self-Concept and School Performance in Language Mastery

    ERIC Educational Resources Information Center

    Bacro, Fabien

    2012-01-01

    This study examined the relations between 8-12-year-olds' perceived attachment security to father, academic self-concept and school performance in language mastery. One hundred and twenty two French students' perceptions of attachment to mother and to father were explored with the Security Scale and their academic self-concept was assessed with…

  20. Academic self-concept in high school: predictors and effects on adjustment in higher education.

    PubMed

    Wouters, Sofie; Germeijs, Veerle; Colpin, Hilde; Verschueren, Karine

    2011-12-01

    Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy.

  1. The impact of parenting styles on children developmental outcome: The role of academic self-concept as a mediator.

    PubMed

    Sangawi, Hoshiar; Adams, John; Reissland, Nadja

    2016-08-23

    Although the importance of parenting styles directly influencing child development is well established, fewer studied have examined whether parenting styles also affect children's behavioural problems indirectly, mediated through children's academic self-concept (ASC). We examined direct and shared effects of parenting styles on behavioural problems of 199 Kurdish primary school children with a mean age of 11 years 7 months (range 11 years 5 months to 12 years 3 months). Questionnaires measured parenting styles (child version of Alabama Parenting Questionnaire), assessed children's ASC (Myself-As-Learner Scale) and identified children's behavioural problems with the Strengths and Difficulties Questionnaire (SDQ). PROCESS analysis was used to perform the mediation analysis. The results revealed that positive and negative parenting composites are indirectly related to children's internalising behaviour problems. In addition, ASC partially mediated the relationship between the negative parenting composite and prosocial behaviour. However, the mediation analysis did not show the expected indirect effect of parenting styles on externalising problems as being mediated via ASC. Hence, we argue that the ASC serves as a significant mediator in the relationship between parenting styles with prosocial behaviour and internalising problems.

  2. Relationship of Academic, Physical and Social Self-Concepts of Students with Their Academic Achievement

    ERIC Educational Resources Information Center

    Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran

    2010-01-01

    This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used…

  3. Academic Self-Concept in Black Adolescents: Do Race and Gender Stereotypes Matter?

    PubMed

    Evans, Ashley B; Copping, Kristi; Rowley, Stephanie J; Kurtz-Costes, Beth

    2011-04-01

    We examined the relation between race- and gender-group competence ratings and academic self-concept in 252 Black seventh- and eighth-graders. On average, youth reported traditional race stereotypes, whereas gender stereotypes were traditional about verbal abilities and were nontraditional regarding math/science abilities. Among boys, in-group gender and in-group race-based competence ratings (i.e. ratings of boys and Blacks) were related to math/science and verbal self-concepts. However, only gender-based ratings (i.e. ratings of girls' abilities for reading/writing) were related to girls' self-concepts. These findings suggest that the influence of race stereotypes on Black adolescents' academic self-concepts is different for girls than boys. Whereas self-relevant gender groups were associated with both Black girls' and boys' academic self-concept, race-based competence ratings were only relevant for the academic self-views of Black boys.

  4. Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth.

    PubMed

    Okeke, Ndidi A; Howard, Lionel C; Kurtz-Costes, Beth; Rowley, Stephanie J

    2009-08-01

    The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality. The hypothesis was supported in two independent samples. Among students with high racial centrality, endorsement of traditional race stereotypes was linked to lower self-perceptions of academic competence. The stereotype/self-concept relation was nonsignificant among youth for whom race was less central to their identities. These results confirm the supposition of expectancy-value theory and illustrate the interweaving of group and individual identity with motivational beliefs.

  5. Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

    ERIC Educational Resources Information Center

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…

  6. Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan; Freeman, John G.

    2008-01-01

    The study examined the self-reported academic achievement, academic self-concept, and academic motivation of 573 immigrant and nonimmigrant adolescents in the Greater Toronto Area (GTA) secondary schools. Descriptive Discriminant Analyses indicated that the immigrant adolescents had higher performance in mathematics, higher math and school…

  7. Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

    PubMed

    Marsh, Herbert W; Pekrun, Reinhard; Lichtenfeld, Stephanie; Guo, Jiesi; Arens, A Katrin; Murayama, Kou

    2016-08-01

    Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of whether these effects are consistent across the potentially volatile early-to-middle adolescence. Hence, focusing on mathematics, we evaluate reciprocal effects models (REMs) over the first 4 years of secondary school (grades 5-8), relating effort, achievement (test scores and school grades), ASC, and ASC × Effort interactions for a representative sample of 3,144 German students (Mage = 11.75 years at Wave 1). ASC, effort, and achievement were positively correlated at each wave, and there was a clear pattern of positive reciprocal positive effects among ASC, test scores, and school grades-each contributing to the other, after controlling for the prior effects of all others. There was an asymmetrical pattern of effects for effort that is consistent with the double-edged sword premise: prior school grades had positive effects on subsequent effort, but prior effort had nonsignificant or negative effects on subsequent grades and ASC. However, on the basis of a synergistic application of new theory and methodology, we predicted and found a significant ASC × Effort interaction, such that prior effort had more positive effects on subsequent ASC and school grades when prior ASC was high-thus providing a key to breaking the double-edged sword. (PsycINFO Database Record

  8. The Developmental Dynamics between Interest, Self-Concept of Ability, and Academic Performance

    ERIC Educational Resources Information Center

    Viljaranta, Jaana; Tolvanen, Asko; Aunola, Kaisa; Nurmi, Jari-Erik

    2014-01-01

    Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading,…

  9. Self-concept in adolescence: a longitudinal study on reciprocal effects of self-perceptions in academic and social domains.

    PubMed

    Preckel, Franzis; Niepel, Christoph; Schneider, Marian; Brunner, Martin

    2013-12-01

    Fostering social and academic self-concepts are central educational goals. During mid-adolescence academic engagement and success seem to be devalued by peers and to be negatively associated with students' social standing. For this age group, is the development of a positive academic self-concept compatible with the development of a positive social self-concept? We investigated relations among academic self-concept, social self-concept, and academic achievement. 1282 students (47.60% female) participated in three-waves of measurement in Grade 5, 6, and 8. Earlier social self-concept of acceptance negatively predicted changes in academic self-concept over time while earlier social self-concept of assertion positively predicted changes in academic self-concept. There were no significant relations between social self-concepts and achievement but positive reciprocal relations between academic self-concept and achievement. Results indicate that fostering adolescents self-concept in social and academic domains are compatible goals. However, some students need support in managing the challenge to coordinate social and academic goals.

  10. Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Trautwein, Ulrich; Ldtke, Oliver; Kller, Olaf; Baumert, Jrgen

    2005-01-01

    Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N=5,649, M age13.4; Study 2:…

  11. Self-esteem, academic self-concept, and aggression at school.

    PubMed

    Taylor, Laramie D; Davis-Kean, Pamela; Malanchuk, Oksana

    2007-01-01

    The present study explores the relation between academic self-concept, self-esteem, and aggression at school. Longitudinal data from a racially diverse sample of middle-school students were analyzed to explore how academic self-concept influenced the likelihood of aggressing at school and whether high self-concept exerted a different pattern of influence when threatened. Data include self-reported academic self-concept, school-reported academic performance, and parent-reported school discipline. Results suggest that, in general, students with low self-concept in achievement domains are more likely to aggress at school than those with high self-concept. However, there is a small sample of youth who, when they receive contradictory information that threatens their reported self-concept, do aggress. Global self-esteem was not found to be predictive of aggression. These results are discussed in the context of recent debates on whether self-esteem is a predictor of aggression and the use of a more proximal vs. general self-measure in examining the self-esteem and aggression relation.

  12. Ethnicity, gender, and academic self-concept: a preliminary examination of academic disidentification and implications for psychologists.

    PubMed

    Cokley, Kevin O

    2002-11-01

    This study examined data from 358 African American students and 229 European American students to determine if the phenomenon of academic disidentification occurred. Analyses revealed that among African American male students, the relationship between academic self-concept and grade point average (GPA) significantly decreased, whereas the relationship between academic self-concept, self-esteem, and GPA significantly increased for European American female students. The relationship between academic self-concept and GPA remained significant for African American female and European American male students. Research and counseling implications are discussed.

  13. Students with Emotional and Behavioral Disorders in Different Learning Environments: Academic and Self-Concept Differences

    ERIC Educational Resources Information Center

    Chisolm, Terrence Ranier

    2013-01-01

    Students with emotional and behavioral disorders (EBD) perform poorly both academically and behaviorally, and this performance tends not to improve over time. There is a need to understand the effect of learning environments on the academic achievement and self-concept of this population. In this quantitative, archival study, academic achievement…

  14. The Effects of Using Ticks and Crosses on Academic Self-Concept

    ERIC Educational Resources Information Center

    Paul, Robert; de Fockert, Jan W.

    2012-01-01

    Behaviour, including academic performance, can be influenced by implicit primes; and both objective performance and subjective ratings are susceptible to priming effects. Here, we report a new priming effect on academic self-ratings. Participants twice completed a measure of academic self-concept. In the first session, they all used circles to…

  15. The Effects of Concealing Academic Achievement Information on Adolescents' Self-Concept

    ERIC Educational Resources Information Center

    Zhang, Baoshan; Wang, Mo; Li, Juan; Yu, Guoliang; Bi, Yan-Ling

    2011-01-01

    Using an experimental design, the effect of concealing academic achievement information on adolescents' self-concept was examined in the current study. Specifically, adolescents with low academic achievement and adolescents with average to high academic achievement (N = 129) were randomly assigned to different interview contexts wherein…

  16. The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation between Competence and Affect Components

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus

    2011-01-01

    Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (i.e., its domain specificity and…

  17. Structured role orientation and academic self-concept in the secondary school.

    PubMed

    Moir, J; Todman, J

    1989-06-01

    Gordon's (1978) School Environment Preference Survey (SEPS) and Cohen's (1976) six-item adaptation of the Brookover (1967) Self-Concept of Academic Ability Scale were administered to 25 pupils in each of the first four years in a Scottish secondary school. The correlations obtained provide support for Gordon's (1971) hypothesis that pupils with a high degree of structured role orientation, as measured by the SEPS, lack confidence in their academic ability. In addition, there was a decrease in SEPS scores and an increase in academic self-concept over successive year levels.

  18. A Model of Academic Self-Concept for High School Hispanic Students in New York

    ERIC Educational Resources Information Center

    Calero, Flor R.; Dalley, Christopher; Fernandez, Nicole; Davenport-Dalley, Tania Marie; Morote, Elsa-Sofia; Tatum, Stephanie L.

    2014-01-01

    This study examined how Hispanic students' academic self-concept influences the independent variables of family academic expectations, peer relationships, schoolwork, and student-teacher relationships. A survey was administered to 222 ninth-grade students in Long Island, New York, 99 of whom self-identified as Hispanic. A structural equation model…

  19. Academic Self-Concept in Black Adolescents: Do Race and Gender Stereotypes Matter?

    PubMed Central

    Evans, Ashley B.; Copping, Kristi; Rowley, Stephanie J.; Kurtz-Costes, Beth

    2010-01-01

    We examined the relation between race- and gender-group competence ratings and academic self-concept in 252 Black seventh- and eighth-graders. On average, youth reported traditional race stereotypes, whereas gender stereotypes were traditional about verbal abilities and were nontraditional regarding math/science abilities. Among boys, in-group gender and in-group race-based competence ratings (i.e. ratings of boys and Blacks) were related to math/science and verbal self-concepts. However, only gender-based ratings (i.e. ratings of girls’ abilities for reading/writing) were related to girls’ self-concepts. These findings suggest that the influence of race stereotypes on Black adolescents’ academic self-concepts is different for girls than boys. Whereas self-relevant gender groups were associated with both Black girls’ and boys’ academic self-concept, race-based competence ratings were only relevant for the academic self-views of Black boys. PMID:21552362

  20. Indirect Effects in the Peer Victimization-Academic Achievement Relation: The Role of Academic Self-Concept and Gender

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

    2015-01-01

    Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40%…

  1. The effect of high school chemistry instruction on students' academic self-concept

    NASA Astrophysics Data System (ADS)

    Morgan, Peter Wallace

    The purpose of this study was to investigate the effect of extended instruction in high school chemistry on the academic self-concept of students and determine what parts of the learning experience need to be addressed to make the interaction a more positive one. Fifty-seven students from three metropolitan public schools, who were enrolled in college preparatory chemistry classes, were asked to complete a written instrument, before and after extended chemistry instruction, that measures academic self-concept. Twenty-one of the students who took part in the written task volunteered to answer some in-depth interview questions concerning their academic self-concept and its relationship to chemistry instruction. Student responses, instrument scores, and student chemistry grades were analyzed for a variety of chemistry learning--academic self-concept connections and interactions. Results showed that there was a positive interaction for less than half of the students involved in the interview sessions. The results from the written instrument showed similar findings. Comparing chemistry grades and academic self-concept revealed an uncertain connection between the two, especially for students with strong academic self-concepts. Students felt that the laboratory experience was often disconnected from the remainder of chemistry instruction and recommended that the laboratory experience be integrated with classroom work. Students also expressed concerns regarding the volume of algorithmic mathematical calculations associated with college preparatory chemistry instruction. Results of this study suggest that secondary chemistry instruction must become more aware of the affective domain of learning and develop a mindful awareness of its connection to the cognitive domain if chemistry teaching and learning is going to better facilitate the intellectual growth of secondary students.

  2. Measuring change in academic self-concept resulting from curricular and instructional innovations.

    PubMed

    Anderson, L W

    1977-09-01

    The paper begins with a discussion of the psychometric and psychological problems involved in attempts to measure changes in human characteristics. The Rasch psychometric model is proposed as a model which has the potential of alleviating or eliminating many of the problems. The model is applied to a set of responses to an academic self-concept instrument administered to seventh-, eighth-, and ninth-grade students. Items that failed to conform adequately to the model at every grade level were eliminated from the scale. The resulting scale was found to possess several properties which permitted its use in the measurement of school-induced change in academic self-concept.

  3. Academic Achievement, Self-Concept and Depression in Taiwanese Children: Moderated Mediation Effect

    ERIC Educational Resources Information Center

    Wu, Pei-Chen; Kuo, Shin-Ting

    2015-01-01

    The primary purpose of this study was to utilize a multidimensional perspective to examine whether children's self-concept served as a mediator between academic achievement and depression, and to further investigate whether this mediation effect was moderated by the ages of children. The participants consisted of 632 Taiwanese children in the…

  4. The Relationship between Academic Self-Concept and Achievement: A Multicohort-Multioccasion Study

    ERIC Educational Resources Information Center

    Chen, Ssu-Kuang; Yeh, Yu-Chen; Hwang, Fang-Ming; Lin, Sunny S. J.

    2013-01-01

    Marsh and Koller (2004) combined the reciprocal-effects model and the internal/external frame-of-reference model into a unified model of relationships between academic self-concept and achievement. However, this model has only been examined with German adolescents. We decided to test this model with two-wave data drawn from a national survey of…

  5. Testing the Twofold Multidimensionality of Academic Self-Concept: A Study with Chinese Vocational Students

    ERIC Educational Resources Information Center

    Yang, Lan; Arens, A. Katrin; Watkins, David A.

    2016-01-01

    In order to extend previous research on the twofold multidimensionality of academic self-concept (i.e. its domain-specific structure and separation into competence and affect components), the present study tests its generalisability among vocational students from mainland China. A Chinese version of self-description questionnaire I was…

  6. Causal Ordering of Academic Self-Concept and Achievement: Effects of Type of Achievement Measure

    ERIC Educational Resources Information Center

    Pinxten, Maarten; De Fraine, Bieke; Van Damme, Jan; D'Haenens, Ellen

    2010-01-01

    Background: The relation between academic self-concept and achievement has been examined in a large number of studies. The majority of these studies have found evidence for a reciprocal effects model. However, there is an ongoing debate on how students' achievement should be measured and whether the type of achievement indicator (grades, tests,…

  7. Ability Grouping of Gifted Students: Effects on Academic Self-Concept and Boredom

    ERIC Educational Resources Information Center

    Preckel, Franzis; Gotz, Thomas; Frenzel, Anne

    2010-01-01

    Background: Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self-concept (contrast or…

  8. Academic Self-Concept and Emotion Relations: Domain Specificity and Age Effects

    ERIC Educational Resources Information Center

    Goetz, Thomas; Cronjaeger, Hanna; Frenzel, Anne C.; Ludtke, Oliver; Hall, Nathan C.

    2010-01-01

    The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N=1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research,…

  9. Personality Traits Moderate the Big-Fish-Little--Pond Effect of Academic Self-Concept

    ERIC Educational Resources Information Center

    Jonkmann, Kathrin; Becker, Michael; Marsh, Herbert W.; Ludtke, Oliver; Trautwein, Ulrich

    2012-01-01

    Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. This highly general and robust frame of reference effect is widely known as the Big-Fish-Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating the…

  10. Factors Influencing Academic Self-Concept of High-Ability Girls in Singapore

    ERIC Educational Resources Information Center

    Yeo, Melissa Mui Mei; Garces-Bacsal, Rhoda Myra

    2014-01-01

    This study aimed at investigating the impact of entering high-ability classes on the academic self-concept of high-ability primary girls in Singapore. Participants in this study are 91 Primary 4 girls, 30 high-ability pupils, and 61 pupils from classes that include high-, middle-, and low-ability pupils. This study utilized a mixed-method…

  11. Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement

    ERIC Educational Resources Information Center

    Holopainen, Leena; Taipale, Airi; Savolainen, Hannu

    2017-01-01

    In this study, the relationship between adolescents' difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age…

  12. Endorsing Achievement Goals Exacerbates the Big-Fish-Little-Pond Effect on Academic Self-Concept

    ERIC Educational Resources Information Center

    Wouters, Sofie; Colpin, Hilde; Van Damme, Jan; Verschueren, Karine

    2015-01-01

    The big-fish-little-pond effect (BFLPE) model predicts students' academic self-concept to be negatively predicted by the achievement level of their reference group, controlling for individual achievement. Despite an abundance of empirical evidence supporting the BFLPE, there have been relatively few studies searching for possible moderators.…

  13. Creating Change in Academic Self-Concept and School Behavior in Alienated Secondary School Students.

    ERIC Educational Resources Information Center

    Zeeman, Roger D.

    1982-01-01

    A described intervention evaluates the effect of both a psychology course and the active service component of tutoring upon alienated underachieving adolescents and the elementary school pupils who receive their services. Results indicate that both the class and tutoring effectively improved the academic self-concept of the students. (Author/PN)

  14. Psychological Correlates of School Bullying Victimization: Academic Self-Concept, Learning Motivation and Test Anxiety

    ERIC Educational Resources Information Center

    Caputo, Andrea

    2014-01-01

    The paper aims at detecting the association between students' bullying victimization at school and some psychological dimensions, referred to academic self-concept (for both Mathematics and Reading), learning motivation (intrinsic motivation, extrinsic motivation, commitment to study) and test anxiety. A questionnaire including these measures was…

  15. Academic Self-Concept and Academic Achievement of African American Students Transitioning from Urban to Rural Schools

    ERIC Educational Resources Information Center

    Bacon, La Shawn Catrice

    2011-01-01

    The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to…

  16. Effects of Programmatic Selectivity on the Academic Achievement, Academic Self-Concepts, and Aspirations of Gifted College Students

    ERIC Educational Resources Information Center

    Rinn, Anne N.

    2007-01-01

    The purpose of this study is to examine the academic achievement, academic self-concepts, and aspirations of gifted college students who are enrolled in an honors program and of gifted college students who are not enrolled in an honors program. Participants include 294 gifted college students, 248 of whom were enrolled in an honors program and 46…

  17. Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self-Concept

    ERIC Educational Resources Information Center

    Gniewosz, Burkhard; Eccles, Jacquelynne S.; Noack, Peter

    2012-01-01

    This study focuses on processes involved in students' academic self-concept constructions before, during, and after secondary school transition. The study is based on a four-wave longitudinal dataset (N = 1953). Structural equation modeling showed that during school transition, the impact of grades on students' academic self-concepts in Math and…

  18. Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept.

    PubMed

    Marsh, Herbert W; O'Mara, Alison

    2008-04-01

    In their influential review, Baumeister, Campbell, Krueger, and Vohs (2003) concluded that self-esteem--the global component of self-concept--has no effect on subsequent academic performance. In contrast, Marsh and Craven's (2006) review of reciprocal effects models from an explicitly multidimensional perspective demonstrated that academic self-concept and achievement are both a cause and an effect of each other. Ironically, both reviews cited classic Youth in Transition studies in support of their respective claims. In definitive tests of these counter claims, the authors reanalyze these data-including self-esteem (emphasized by Baumeister et al.), academic self-concept (emphasized by Marsh & Craven), and postsecondary educational attainment-using stronger statistical methods based on five waves of data (grade 10 through 5 years after graduation; N=2,213). Integrating apparently discrepant findings under a common theoretical framework based on a multidimensional perspective, academic self-concept had consistent reciprocal effects with both achievement and educational attainment, whereas self-esteem had almost none.

  19. Relations with parents and school and Chinese adolescents' self-concept, delinquency, and academic performance.

    PubMed

    Lau, S; Leung, K

    1992-06-01

    Current research and theory have suggested that the relational domains of family and school experiences are important to children's development. The present study thus examined how relations with parents and school were related to Chinese students' psychosocial and cognitive development in self-concept, delinquency, and academic performance. A total of 1668 secondary school students were studied, and results showed that better relation with parents was associated with higher general, academic, appearance, social, and physical ability self-concepts. Better relation with school was associated with higher academic performance, as shown in higher class rank, higher grand total exam scores, and higher scores in Chinese, English, mathematics, physical education, and music. Both poorer relations with parents and school were found to associate with more self-reported delinquency as well as more school records of misconduct.

  20. A Model of Academic Self-Concept: Perceived Difficulty and Social Comparison among Academically Accelerated Secondary School Students

    ERIC Educational Resources Information Center

    Wilson, Hope E.; Siegle, Del; McCoach, D. Betsy; Little, Catherine A.; Reis, Sally M.

    2014-01-01

    Academic self-concept predicts students' future goals and is affected by a student's relative success compared with his or her peer group. This exploratory study used structural equation modeling to examine the contributions of the perceived level of difficulty of the curriculum, in addition to the contributions of social comparison and…

  1. The Internal/External Frame of Reference Model Revisited: Incorporating General Cognitive Ability and General Academic Self-Concept

    ERIC Educational Resources Information Center

    Brunner, Martin; Ludtke, Oliver; Trautwein, Ulrich

    2008-01-01

    The internal/external frame of reference model (I/E model; Marsh, 1986) is a highly influential model of self-concept formation, which predicts that domain-specific abilities have positive effects on academic self-concepts in the corresponding domain and negative effects across domains. Investigations of the I/E model do not typically incorporate…

  2. Internal-Consistency Reliability and Construct and Criterion-Related Validity of an Academic Self-Concept Scale.

    ERIC Educational Resources Information Center

    Gribbons, Barry C.; And Others

    1995-01-01

    A study involving 174 at-risk undergraduate students provided evidence of the construct validity of 5 factors corresponding to scales of the Dimensions of Self-Concept measure. Evidence was obtained for a higher order general academic self-concept, but the anxiety factor was not related to this higher order factor. (SLD)

  3. Multiplicative Covariance Structure Models in the Analysis of Scores on a Chinese Version of an Academic Self-Concept Scale.

    ERIC Educational Resources Information Center

    Huang, Chiungjung; Michael, William B.

    2002-01-01

    Examined the construct validity of scores on a Chinese version of an academic self-concept measure, Dimensions of Self-Concept (W. Michael and R. Smith, 1976), using Composite Direct Product models. Results for 769 junior high school students in China reveal concerns about the discriminate validity of scores on three trait scales. (SLD)

  4. The Impact of Academic Self-Concept, Expectations and the Choice of Learning Strategy on Academic Achievement: The Case of Business Students

    ERIC Educational Resources Information Center

    Rodriguez, Carlos M.

    2009-01-01

    This study provides evidence of the impact of two critical self-regulation components--academic self-concept and outcome expectations--on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self-concept theory is the framework for the analysis of students' motivations and learning behaviors.…

  5. The Big-Fish-Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children.

    PubMed

    Zeidner; Schleyer

    1999-10-01

    This study reports data extending work by Marsh and colleagues on the "big-fish-little-pond effect" (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades. Copyright 1999 Academic Press.

  6. Self-Concept and Social Anxiety as Predictor Variables of Academic Performance of Spanish Adolescents with Divorced Parents

    ERIC Educational Resources Information Center

    Orgiles, Mireia; Johnson, Blair T.; Huedo-Medina, Tania B.; Espada, Jose P.

    2012-01-01

    Introduction: According to previous studies, when parents divorce it may increase the vulnerability of children to develop personal problems, such as lowering academic performance. This research examines the academic performance of Spanish children with divorced parents and its relation to academic self-concept and social anxiety. Method: The…

  7. Beyond Academic Tracking: Using Cluster Analysis and Self-Organizing Maps to Investigate Secondary Students' Chemistry Self-Concept

    ERIC Educational Resources Information Center

    Nielsen, Sara E.; Yezierski, Ellen J.

    2016-01-01

    Academic tracking, placing students in different classes based on past performance, is a common feature of the American secondary school system. A longitudinal study of secondary students' chemistry self-concept scores was conducted, and one feature of the study was the presence of academic tracking. Though academic tracking is one way to group…

  8. Associations among Measures of Perfectionism, Self-Concept and Academic Achievement Identified in Primary School Students in Hong Kong

    ERIC Educational Resources Information Center

    Fong, Ricci W.; Yuen, Mantak

    2009-01-01

    This study investigated relationships among measures of perfectionism, academic self-concept, and academic achievement in fourth and fifth grade children from selective primary schools in Hong Kong where admission involves strict assessment of students' aptitude and potential. Based on their overall academic performance 331 students were…

  9. Collective school-type identity: predicting students' motivation beyond academic self-concept.

    PubMed

    Knigge, Michel; Hannover, Bettina

    2011-06-01

    In Germany, according to their prior achievement students are tracked into different types of secondary school that provide profoundly different options for their future educational careers. In this paper we suggest that as a result, school tracks clearly differ in their social status or reputation. This should translate into different collective school-type identities for their students, irrespective of the students' personal academic self-concepts. We examine the extent to which collective school-type identity systematically varies as a function of the school track students are enrolled in, and the extent to which students' collective school-type identity makes a unique contribution beyond academic self-concept and school track in predicting scholastic motivation. In two cross-sectional studies a measure of collective school-type identity is established and applied to explain motivational differences between two school tracks in Berlin. In Study 1 (N = 39 students) the content of the collective school-type identity is explored by means of an open format questionnaire. Based on these findings a structured instrument (semantic differential) to measure collective school-type identity is developed. In Study 2 (N = 1278 students) the assumed structure with four subscales (Stereotype Achievement, Stereotype Motivation, Stereotype Social, and Compensation) is proved with confirmatory factor analysis. This measure is used to compare the collective school-type identity across school tracks and predict motivational outcomes. Results show large differences in collective school-type identity between students of different school tracks. Furthermore, these differences can explain motivational differences between school tracks. Collective school-type identity has incremental predictive power for scholastic motivation, over and above the effects of academic self-concept and school track.

  10. The Internal/External Frame of Reference Model Revisited: Incorporating General Cognitive Ability and General Academic Self-Concept.

    PubMed

    Brunner, Martin; Lüdtke, Oliver; Trautwein, Ulrich

    2008-01-01

    The internal/external frame of reference model (I/E model; Marsh, 1986 ) is a highly influential model of self-concept formation, which predicts that domain-specific abilities have positive effects on academic self-concepts in the corresponding domain and negative effects across domains. Investigations of the I/E model do not typically incorporate general cognitive ability or general academic self-concept. This article investigates alternative measurement models for domain-specific and domain-general cognitive abilities and academic self-concepts within an extended I/E model framework using representative data from 25,301 9th-grade students. Empirical support was found for the external validity of a new measurement model for academic self-concepts with respect to key student characteristics (gender, school satisfaction, educational aspirations, domain-specific interests, grades). Moreover, the basic predictions of the I/E model were confirmed, and the new extension of the traditional I/E model permitted meaningful relations to be drawn between domain-general cognitive ability and domain-general academic self-concept as well as between the domain-specific elements of the model.

  11. Further psychometric evaluation of the Japanese version of an academic self-concept scale.

    PubMed

    Paik, Chie Matsuzawa; Michael, William B

    2002-05-01

    In the present study, the author replicated earlier research (Paik & Michael, 1999) seeking additional information on the reliability and construct validity of a Japanese academic self-concept scale, a 70-item questionnaire comprising 5 subscales (Aspiration, Anxiety, Academic Interest and Satisfaction, Leadership and Initiative, and Identification vs. Alienation). A sample of 196 Japanese high school students completed the scale. Internal consistency reliability for the 5 subscales ranged from .75 to .87. Confirmatory factor analyses performed on several alternative models showed that the a priori 5-factor model fit the observed data best-a finding consistent with the previous study. Results of Z tests revealed statistically significant score differences between genders and between high and low academic achievers.

  12. Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life.

    PubMed

    Brabcová, Dana; Zárubová, Jana; Kohout, Jiří; Jošt, Jiří; Kršek, Pavel

    2015-01-01

    Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability and attention deficit hyperactivity disorder) in relation to academic self-concept in children with epilepsy and to additional domains of their quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the SPAS (Student's Perception of Ability Scale) questionnaire determining their academic self-concept and the modified Czech version of the CHEQOL-25 (Health-Related Quality of Life Measure for Children with Epilepsy) questionnaire evaluating their health-related quality of life. Using regression analysis, we identified learning disability as a key predictor for academic-self concept of children with epilepsy. While children with epilepsy and with no learning disability exhibited results comparable to children without epilepsy, participants with epilepsy and some learning disability scored significantly lower in almost all domains of academic self-concept. We moreover found that children with epilepsy and learning disability have significantly lower quality of life in intrapersonal and interpersonal domains. In contrast to children with epilepsy and with no learning disability, these participants have practically no correlation between their quality of life and academic self-concept. Our findings suggest that considerable attention should be paid to children having both epilepsy and learning disability. It should comprise services of specialized counselors and teaching assistants with an appropriate knowledge of epilepsy and ability to empathize with these children as well as educational interventions focused on their teachers

  13. The relationship among self-determination, self-concept, and academic achievement for students with learning disabilities.

    PubMed

    Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M; Noonan, Patricia M

    2014-01-01

    Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities.

  14. Academic self-concept, learning motivation, and test anxiety of the underestimated student.

    PubMed

    Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

    2011-03-01

    BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students.

  15. Do Cultural Attitudes Matter? The Role of Cultural Orientation on Academic Self-Concept among Black/African College Students

    ERIC Educational Resources Information Center

    Williams, Wendi S.; Chung, Y. Barry

    2013-01-01

    The authors explored the relationship between academic self-concept and noncognitive variables (i.e., Africentric cultural orientation, academic class level, gender, and involvement in culturally relevant school and community activities) among Black/African college students. Results indicated that Africentric cultural orientation and academic…

  16. A Study on Relation between Self Concept and Academic Achievement among Secondary School Students of Jammu District

    ERIC Educational Resources Information Center

    Lone, Parveez Ahmad; Lone, Tariq Ahmad

    2016-01-01

    Self-concept is the whole set of attitudes, opinions, and cognitions that a person has of himself while the academic achievement or (academic) performance is the outcome of education - the extent to which a student, teacher or institution has achieved their educational goals. The objective of the paper is to study the relation between the…

  17. The Structural Consistency of a Six-Factor Model of Academic Self-Concept among Culturally Diverse Preadolescents in the United States

    ERIC Educational Resources Information Center

    Ockey, Gary J.; Abercrombie, Sara

    2013-01-01

    For decades, research has indicated that preadolescents' self-concept is comprised of subject-specific academic factors, a general academic factor, and several nonacademic factors. More recently, there have been some indications that academic self-concept might further be differentiated into competence and affect factors, at least for some…

  18. The Applications of Mindfulness with Students of Secondary School: Results on the Academic Performance, Self-concept and Anxiety

    NASA Astrophysics Data System (ADS)

    Franco, Clemente; Mañas, Israel; Cangas, Adolfo J.; Gallego, José

    The aim of the present research is to verify the impact of a mindfulness programme on the levels academic performance, self-concept and anxiety, of a group of students in Year 1 at secondary school. The statistical analyses carried out on the variables studied showed significant differences in favour of the experimental group with regard to the control group in all the variables analysed. In the experimental group we can observe a significant increase of academic performance as well as an improvement in all the self-concept dimensions, and a significant decrease in anxiety states and traits. The importance and usefulness of mindfulness techniques in the educative system is discussed.

  19. Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety.

    PubMed

    Gogol, Katarzyna; Brunner, Martin; Preckel, Franzis; Goetz, Thomas; Martin, Romain

    2016-01-01

    The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German) components of students' academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a) hierarchical and multidimensional approaches to the conceptualization of each construct, (b) longitudinal analyses of bottom-up and top-down developmental processes across hierarchical levels, and (c) developmental processes across subjects. The data stemmed from two longitudinal large-scale samples (N = 3498 and N = 3863) of students attending Grades 7 and 9 in Luxembourgish schools. Nested-factor models were applied to represent each construct at each grade level. The analyses demonstrated that several characteristics were shared across constructs. All constructs were multidimensional in nature with respect to the different subjects, showed a hierarchical organization with a general component at the apex of the hierarchy, and had a strong separation between the subject-specific components at both grade levels. Further, all constructs showed moderate differential stabilities at both the general (0.42 < r < 0.55) and subject-specific levels (0.45 < r < 0.73). Further, little evidence was found for top-down or bottom-up developmental processes. Rather, general and subject-specific components in Grade 9 proved to be primarily a function of the corresponding components in Grade 7. Finally, change in several subject-specific components could be explained by negative effects across subjects.

  20. Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety

    PubMed Central

    Gogol, Katarzyna; Brunner, Martin; Preckel, Franzis; Goetz, Thomas; Martin, Romain

    2016-01-01

    The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German) components of students' academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a) hierarchical and multidimensional approaches to the conceptualization of each construct, (b) longitudinal analyses of bottom-up and top-down developmental processes across hierarchical levels, and (c) developmental processes across subjects. The data stemmed from two longitudinal large-scale samples (N = 3498 and N = 3863) of students attending Grades 7 and 9 in Luxembourgish schools. Nested-factor models were applied to represent each construct at each grade level. The analyses demonstrated that several characteristics were shared across constructs. All constructs were multidimensional in nature with respect to the different subjects, showed a hierarchical organization with a general component at the apex of the hierarchy, and had a strong separation between the subject-specific components at both grade levels. Further, all constructs showed moderate differential stabilities at both the general (0.42 < r < 0.55) and subject-specific levels (0.45 < r < 0.73). Further, little evidence was found for top-down or bottom-up developmental processes. Rather, general and subject-specific components in Grade 9 proved to be primarily a function of the corresponding components in Grade 7. Finally, change in several subject-specific components could be explained by negative effects across subjects. PMID:27014162

  1. An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

    PubMed

    Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

    2012-03-01

    As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

  2. Role of Student-Faculty Interactions in Developing College Students' Academic Self-Concept, Motivation, and Achievement

    ERIC Educational Resources Information Center

    Komarraju, Meera; Musulkin, Sergey; Bhattacharya, Gargi

    2010-01-01

    Student-faculty interactions can be crucial in developing students' academic self-concept and enhancing their motivation and achievement. Although most interactions with faculty tend to occur within the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning…

  3. Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept

    ERIC Educational Resources Information Center

    Ferrando, Mercedes; Prieto, Maria Dolores; Almeida, Leandro S.; Ferrandiz, Carmen; Bermejo, Rosario; Lopez-Pina, Jose Antonio; Hernandez, Daniel; Sainz, Marta; Fernandez, Mari-Carmen

    2011-01-01

    This article analyses the relationship between trait emotional intelligence and academic performance, controlling for the effects of IQ, personality, and self-concept dimensions. A sample of 290 preadolescents (11-12 years old) took part in the study. The instruments used were (a) Trait Emotional Intelligence Questionnaire-Adolescents Short Form…

  4. The Relationship between Self Concept and Response towards Student's Academic Achievement among Students Leaders in University Putra Malaysia

    ERIC Educational Resources Information Center

    Ahmad, Jamaludin; Ghazali, Mazila; Hassan, Aminuddin

    2011-01-01

    This is a quantitative research using correlational method. The purpose of this research is to study the relationship between self concept and ability to handle stress on academic achievement of student leaders in University Putra Malaysia. The sample size consists of 106 respondents who are the Student Supreme Council and Student Representative…

  5. Fostering Academic Self-Concept: Advisor Support and Sense of Belonging among International and Domestic Graduate Students

    ERIC Educational Resources Information Center

    Curtin, Nicola; Stewart, Abigail J.; Ostrove, Joan M.

    2013-01-01

    International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research…

  6. The Influence of the College Environment and Student Involvement on First-Year Academic Self-Concept

    ERIC Educational Resources Information Center

    Stocksdale, Brent

    2015-01-01

    Enhancing the self-beliefs of college students--in particular, academic self-concept--has been suggested as one way to enhance college student success. However, the literature on the influence of college often does not clearly identify nor effectively assess the type of self-belief being investigated, and little remains known as to how and when…

  7. The Benefit of Being a Big Fish in a Big Pond: Contrast and Assimilation Effects on Academic Self-Concept

    ERIC Educational Resources Information Center

    Preckel, Franzis; Brull, Matthias

    2010-01-01

    This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at…

  8. Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic Goals

    ERIC Educational Resources Information Center

    Nunez, Jose Carlos; Gonzalez-Pienda, Julio A.; Gonzalez-Pumariega, Soledad; Roces, Cristina; Alvarez, Luis; Gonzalez, Paloma; Cabanach, Ramon G.; Valle, Antonio; Rodriguez, Susana

    2005-01-01

    The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N=173) and without learning disabilities (LD; N=172) in the dimensions of self-concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether…

  9. Development of Academic Self-Concept of Lower-Class and Middle-Class Primary School Children.

    ERIC Educational Resources Information Center

    Eshel, Yohanan; Klein, Zev

    1981-01-01

    Development of accuracy in self-perception and its relationship to variations in social context was investigated in elementary school pupils in Israel. Results indicated that, although academic self-concept decreases over the years in both middle and lower class children, its accuracy in reflecting teacher grades and scores increases. (Author/AEF)

  10. When the Big Fish Turns Small: Effects of Participating in Gifted Summer Programs on Academic Self-Concepts

    ERIC Educational Resources Information Center

    Dai, David Yun; Rinn, Anne N.; Tan, Xiaoyuan

    2013-01-01

    The purposes of this study were to (a) examine the presence and prevalence of the big-fish-little-pond effect (BFLPE) in summer programs for the gifted, (b) identify group and individual difference variables that help predict those who are more susceptible to the BFLPE, and (c) put the possible BFLPE on academic self-concept in a larger context of…

  11. A Longitudinal Study of Hong Kong Chinese University Students' Academic Causal Attributions, Self-Concept, Learning Approaches, and Their Causal Effects on Achievement.

    ERIC Educational Resources Information Center

    Yin, Lai Po

    The longitudinal changes in the causal attributions, academic self-concept, and learning approaches of 549 university students in Hong Kong were studied. Students were enrolled in two different disciplines: language/health studies (n=272) and construction/engineering (n=277). Measurements of causal dimensions, academic self-concept, learning…

  12. Mediational Role of Academic Motivation in the Association between School Self-Concept and School Achievement among Indian Adolescents in Canada and India

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan

    2012-01-01

    The present study examined the mediational role of academic motivation in the association between school self-concept and school achievement among 355 Indian immigrant adolescents in Canada and 363 Indian adolescents in India. Surveys were administered among Grades 9-12 students in Canada and India to assess their academic self-concepts, academic…

  13. The Effect of Track Changes on the Development of Academic Self-Concept in High School: A Dynamic Test of the Big-Fish-Little-Pond Effect

    ERIC Educational Resources Information Center

    Wouters, Sofie; De Fraine, Bieke; Colpin, Hilde; Van Damme, Jan; Verschueren, Karine

    2012-01-01

    Academic self-concept has received a great deal of attention in recent educational research because it mediates many other educational outcomes. Therefore, it is important to find out how students' academic self-concept develops. We examined the big-fish-little-pond effect (BFLPE) dynamically by investigating the effect of track changes in high…

  14. Big-fish-little-pond effect on academic self-concept. A cross-cultural (26-country) test of the negative effects of academically selective schools.

    PubMed

    Marsh, Herbert W; Hau, Kit-Tai

    2003-05-01

    Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish-little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural study of the BFLPE ever undertaken, tested theoretical predictions for nationally representative samples of approximately 4,000 15-year-olds from each of 26 countries (N = 103,558) who completed the same self-concept instrument and achievement tests. Consistent with the BFLPE, the effects of school-average achievement were negative in all 26 countries (M beta = -.20, SD = .08), demonstrating the BFLPE's cross-cultural generalizability.

  15. Intelligence, Academic Self-Concept, and Information Literacy: The Role of Adequate Perceptions of Academic Ability in the Acquisition of Knowledge about Information Searching

    ERIC Educational Resources Information Center

    Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter

    2015-01-01

    Introduction: The present paper argues that adequate self-perceptions of academic ability are essential for students' realization of their intellectual potential, thereby fostering learning of complex skills, e.g., information-seeking skills. Thus, academic self-concept should moderate the relationship between intelligence and information…

  16. The Academic Self-Concept of African American and Latina(o) Men and Women in STEM Majors

    NASA Astrophysics Data System (ADS)

    Espinosa, Lorelle L.

    If we are to respond to the call for equity in the representation of minority men and women in science, technology, engineering, and math (STEM) disciplines, we must be concerned with those college experiences that impact students' sense of self. This study addresses the 4-year development of academic self-concept for African American and Latina(o) students graduating with STEM degrees, with an emphasis placed on gender differences. Ordinary Least Squares regression was utilized to explore predictors of academic self-concept for male and female students. Findings emphasize the paramount role of the college environment as compared to background and precollege characteristics. Significant predictors exclusive to women include having positive academic self-expectations and valuing group work in a classroom setting. Significant predictors for men include being given the opportunity to work on a professor's research project and finding satisfaction with science and math coursework.

  17. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    PubMed Central

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  18. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    PubMed

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.

  19. The self-perception of a learning disability and its relationship to academic self-concept and self-esteem.

    PubMed

    Heyman, W B

    1990-10-01

    Eighty-seven children with learning disabilities, aged 9 through 11 years 11 months, completed measures of self-esteem, academic self-concept, and self-perception of their learning disability. The Self-Perception of Learning Disability (SPLD) instrument measures the extent to which children with learning disabilities perceive their disability as (a) delimited rather than global, (b) modifiable rather than permanently limiting, and (c) not stigmatizing. It was hypothesized that self-perception of one's learning disability would be related positively to both academic self-concept and self-esteem, and that each of these relationships would remain significant when controlling for sex, ethnicity, age, reading and math achievement, self-contained versus mainstreamed classroom setting, and age at diagnosis. Correlations and multiple regression analyses confirmed these hypotheses. Results were discussed in terms of helping children to develop less negative self-perceptions of their disabilities.

  20. The Effects of a Warm or Chilly Climate Toward Socioeconomic Diversity on Academic Motivation and Self-Concept.

    PubMed

    Browman, Alexander S; Destin, Mesmin

    2016-02-01

    Persistent academic achievement gaps exist between university students from high and low socioeconomic status (SES) backgrounds. The current research proposes that the extent to which a university is perceived as actively supporting versus passively neglecting students from diverse socioeconomic backgrounds can influence low-SES students' academic motivation and self-concepts. In Experiments 1 and 2, low-SES students exposed to cues suggestive of an institution's warmth toward socioeconomic diversity demonstrated greater academic efficacy, expectations, and implicit associations with high academic achievement compared with those exposed to cues indicating institutional chilliness. Exploring the phenomenology underlying these effects, Experiment 3 demonstrated that warmth cues led low-SES students to perceive their socioeconomic background as a better match with the rest of the student body and to perceive the university as more socioeconomically diverse than did chilliness cues. Contributions to our understanding of low-SES students' psychological experiences in academic settings and practical implications for academic institutions are discussed.

  1. A Construct Validity Investigation of Scores on the Japanese Version of an Academic Self-Concept Scale for a Sample of College Students.

    ERIC Educational Resources Information Center

    Paik, Chie Matsuzawa; Michael, William B.

    The twofold purpose of this study was to investigate the reliability and construct validity of scores on the Japanese version of an academic self-concept scale titled the Dimensions of Self-Concept (DOSC) Form H and ascertain any relationships between scores on the DOSC scale and selected demographic variables, including class, gender, and…

  2. An Evaluation of the Effects of Set Induction on the Academic Achievement and Academic Self-Concept of College Botany Students.

    ERIC Educational Resources Information Center

    Thomas, James Arthur

    In this study it was hypothesized that set induction teaching techniques (the experimental treatment) should have a direct effect on the students involved and would, in turn, improve the students' academic self-concept. The subjects in the study were college students from each of the four college grade levels. The instruments used were the Botany…

  3. A reputation for success (or failure): the association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades.

    PubMed

    Gest, Scott D; Rulison, Kelly L; Davidson, Alice J; Welsh, Janet A

    2008-05-01

    The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time as a function of grades earned at the prior assessment. Path-analytic models indicated bidirectional associations between PAR and academic self-concept, teacher-rated academic effort, and grade point average. There was little evidence that changes in self-concept mediated the association between PAR and effort and GPA or that changes in effort mediated the association between PAR and GPA. Results suggest that peers may possess unique information about classmates' academic functioning, that children's PARs are psychologically meaningful, and that these reputations may serve as a useful marker of processes that forecast future academic engagement and performance.

  4. The Relationship between Self-Concept, Ability, and Academic Programming among Twice-Exceptional Youth

    ERIC Educational Resources Information Center

    Foley-Nicpon, Megan; Assouline, Susan G.; Fosenburg, Staci

    2015-01-01

    Researchers investigated the self-concept profiles of twice-exceptional students in relationship to their cognitive ability and participation in educational services. All subjects (N = 64) had high ability (IQ score at or above the 90th percentile) and were diagnosed with either an autism spectrum disorder (ASD; n = 53) or specific learning…

  5. Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective.

    PubMed

    Green, Jasmine; Liem, Gregory Arief D; Martin, Andrew J; Colmar, Susan; Marsh, Herbert W; McInerney, Dennis

    2012-10-01

    The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention.

  6. The Self Concept Change as a Tool for Developmental Academic Advising

    ERIC Educational Resources Information Center

    Ugur, Hasan

    2015-01-01

    The main goals of academic advising are not only to improving social and academic success of students during academic year, but to improve the retention of the students with the successful interventions inside the educational system. Many areas of practice and research are mentioned in the scientific literature. One of them is improving students'…

  7. The Longitudinal Interplay of Students' Academic Self-Concepts and Achievements within and across Domains: Replicating and Extending the Reciprocal Internal/External Frame of Reference Model

    ERIC Educational Resources Information Center

    Niepel, Christoph; Brunner, Martin; Preckel, Franzis

    2014-01-01

    Students' cognitive and motivational profiles have a large impact on their academic careers. The development of such profiles can partly be explained by the reciprocal internal/external frame of reference model (RI/E model). The RI/E model predicts positive and negative longitudinal effects between academic self-concepts and achievements within…

  8. The Outward Bound Bridging Course for Low-Achieving High School Males: Effect on Academic Achievement and Multidimensional Self-Concepts.

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Richards, Garry

    The Outward Bound Bridging Course is a 6-week residential program designed to improve academic achievement and self-concepts in low-achieving high school males. During 1980-1984, five courses were conducted for 66 Australian high school males. Most of them were ninth grade students, chosen on the basis of poor academic performance, an apparent…

  9. The Effects of Talents Unlimited on Academic and Social Self-Concept.

    ERIC Educational Resources Information Center

    Pyle, Debra L.

    Talents Unlimited is an approach to instruction that nurtures the development of talents in areas other than the traditional academic subjects. To help children learn basics, the approach makes use of thinking, communication, decision-making, planning, and forecasting skills in teaching academic subjects. Twenty second grade students participating…

  10. Self-Concept: The Interplay of Theory and Methods.

    DTIC Science & Technology

    1981-04-01

    self - concept . Furthermore, subject-matter specific facets of self-concept can be interpreted as distinct, but correlated with one another and with academic and general self-concept....the literature reviewed. Self-concept is a multi-faceted construct. General self-concept can be interpreted as distinct but correlated with academic

  11. Self-Concept and Degree of Congruence between Vocational Interests and Academic Major in College Students.

    ERIC Educational Resources Information Center

    Wallace, Gaylen R.; Walker, Susan P.

    Several writers have hypothesized that college students highest in degree of congruence between their college major and their personality type tend to have the highest level of achievement, satisfaction, and stability. This study investigated congruency between college students' vocational interests and their chosen academic major as an…

  12. Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

    ERIC Educational Resources Information Center

    Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.

    2012-01-01

    The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…

  13. Cross-Cultural Generalizability of Year in School Effects: Negative Effects of Acceleration and Positive Effects of Retention on Academic Self-Concept

    ERIC Educational Resources Information Center

    Marsh, Herbert W.

    2016-01-01

    Given that the Big-Fish-Little-Pond-Effect, the negative effect of school-average achievement on academic self-concept, is one of the most robust findings in educational psychology (Marsh, Seaton et al., 2007), this research extends the theoretical model, based on social comparison theory, to study relative year in school effects (e.g., being 1…

  14. The Development and Construct Validation of a Spanish Version of an Academic Self-Concept Scale for Middle School Hispanic Students from Families of Low Socioeconomic Levels.

    ERIC Educational Resources Information Center

    Menjares, Pete C.; Michael, William B.; Rueda, Robert

    2000-01-01

    Investigated the reliability and construct validity of scores on a Spanish version of an academic self-concept measure for economically disadvantaged Hispanic middle school, English as a Second Language students. Results did not completely support five hypothesized constructs corresponding to five factor subscales on the English version. Students…

  15. Parental Socio-Economic Status, Self-Concept and Gender Differences on Students' Academic Performance in Borno State Colleges of Education: Implications for Counselling

    ERIC Educational Resources Information Center

    Goni, Umar; Bello, S.

    2016-01-01

    This is a survey study, designed to determine gender differences and socio-economic status, self-concept on students' academic performance in Colleges of Education, Borno State: Implications for counselling. The study set two research objectives, answered two research questions and tested two research hypotheses. The target population of this…

  16. What Happens to the Fish's Achievement in a Little Pond? A Simultaneous Analysis of Class-Average Achievement Effects on Achievement and Academic Self-Concept

    ERIC Educational Resources Information Center

    Stäbler, Franziska; Dumont, Hanna; Becker, Michael; Baumert, Jürgen

    2017-01-01

    Empirical studies have demonstrated that students who are taught in a group of students with higher average achievement benefit in terms of their achievement. However, there is also evidence showing that being surrounded by high-achieving students has a negative effect on students' academic self-concept, also known as the big-fish--little-pond…

  17. Selective School Systems and Academic Self-Concept: How Explicit and Implicit School-Level Tracking Relate to the Big-Fish--Little-Pond Effect across Cultures

    ERIC Educational Resources Information Center

    Salchegger, Silvia

    2016-01-01

    A large body of research has demonstrated a big-fish--little-pond effect (BFLPE) by showing that equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Although the BFLPE generalizes across many countries, it varies significantly between countries. The reasons for this variation are still…

  18. Big Fish in Big Ponds: Contrast and Assimilation Effects on Math and Verbal Self-Concepts of Students in Within-School Gifted Tracks

    ERIC Educational Resources Information Center

    Herrmann, Julia; Schmidt, Isabelle; Kessels, Ursula; Preckel, Franzis

    2016-01-01

    Background: Ability grouping can lower students' academic self-perceptions through reference group effects of class-average achievement on academic self-concept (ASC)--the "Big-fish-little-Pond"-effect (BFLPE; Marsh & Parker, 1984, J. "Pers. Soc. Psychol.," 47, 213). Although the effect itself is well documented, many open…

  19. The development and construct validation of a Spanish version of an Academic Self-Concept scale for middle school Hispanic students from families of low socioeconomic levels.

    PubMed

    Menjares, P C; Michael, W B; Rueda, R

    2000-05-01

    For a sample of 305 6th, 7th and 8th grade students, of whom 95% was from economically disadvantaged Hispanic families and for whom English was their second language, evidence was sought regarding the reliability and construct validity of scores on a Spanish version of an academic self-concept measure entitled Dimensions of Self-Concept (DOSC), comprising five subscales bearing the same names as those of the five hypothesized constructs that they were intended to operationalize: Level of Aspiration, Anxiety, Academic Interest and Satisfaction, Leadership and Initiative, and Identification versus Alienation. Reliability estimates varying between .72 and .80 were judged to be reasonably satisfactory. Results from oblique factor analysis lent empirical support for the hypothesized constructs of Anxiety, Leadership and Initiative, and Identification versus Alienation. Scores associated with the subscales of Level of Aspiration and Academic Interest and Satisfaction generated a factor interpreted as a fusion of the two constructs of Level of Aspiration and Academic Interest and Satisfaction.

  20. Self-Concept, Self-Esteem and Academic Achievement: Strategies for Maintaining Self-Esteem in Students Experiencing Academic Failure

    ERIC Educational Resources Information Center

    Peixoto, Francisco; Almeida, Leandro S.

    2010-01-01

    Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students' global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an…

  1. Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools.

    PubMed

    Marsh, H W; Kong, C K; Hau, K T

    2000-02-01

    Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, which has a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond effect (BFLPE), higher school-average achievements led to lower academic self-concepts (contrast effect), whereas higher perceived school status had a counterbalancing positive effect on self-concept (reflected-glory, assimilation effect). The negative BFLPE is the net effect of counterbalancing influences, stronger negative contrast effects, and weaker positive assimilation effects so that controlling perceived school status led to purer--and even more negative--contrast effects. Attending a school where school-average achievement is high simultaneously resulted in a more demanding basis of comparison for one's own accomplishments (the stronger negative contrast effect) and a source of pride (the weaker positive assimilation effect).

  2. The Relationship of Self-Concept and Academic Engagement to Each Other and to School Outcomes of Students with Disabilities

    ERIC Educational Resources Information Center

    Steinke, David P.

    2010-01-01

    The present study examined the relationship between self-concept, engagement, and school outcomes for students with educational disabilities in grades 10 to 12. Participants included 105 students in grades 10 to 12 in a large suburban high school who were classified as having an educational disability which qualified them for special education…

  3. Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes

    ERIC Educational Resources Information Center

    Kombe, Dennis; Che, S. Megan; Carter, Traci L.; Bridges, William

    2016-01-01

    In this article, we present findings from a study that investigated the relationship between all-girls classes, all-boys classes, and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all-girls classes to girls in coeducational classes and responses…

  4. Family Processes, SES, and Family Structure Differentially Affect Academic Self-Concepts and Achievement of Gifted High School Students.

    ERIC Educational Resources Information Center

    Verna, Marilyn Ann; Campbell, James Reed; Beasley, Mark

    A study involving 109 male and 116 female high achieving high school students (ages 16-18) and their parents investigated the causal linkages among home environment, self-concepts, prior ability, and socioeconomic status on mathematics achievement, science achievement, and Scholastic Aptitude Test-Quantitative (SAT-Q) and Verbal scores. Students…

  5. What students think they feel differs from what they really feel--academic self-concept moderates the discrepancy between students' trait and state emotional self-reports.

    PubMed

    Bieg, Madeleine; Goetz, Thomas; Lipnevich, Anastasiya A

    2014-01-01

    This study investigated whether there is a discrepancy pertaining to trait and state academic emotions and whether self-concept of ability moderates this discrepancy. A total of 225 secondary school students from two different countries enrolled in grades 8 and 11 (German sample; n = 94) and grade 9 (Swiss sample; n = 131) participated. Students' trait academic emotions of enjoyment, pride, anger, and anxiety in mathematics were assessed with a self-report questionnaire, whereas to assess their state academic emotions experience-sampling method was employed. The results revealed that students' scores on the trait assessment of emotions were generally higher than their scores on the state assessment. Further, as expected, students' academic self-concept in the domain of mathematics was shown to partly explain the discrepancy between scores on trait and state emotions. Our results indicate that there is a belief-driven discrepancy between what students think they feel (trait assessment) and what they really feel (state assessment). Implications with regard to the assessment of self-reported emotions in future studies and practical implications for the school context are discussed.

  6. What Students Think They Feel Differs from What They Really Feel – Academic Self-Concept Moderates the Discrepancy between Students’ Trait and State Emotional Self-Reports

    PubMed Central

    Bieg, Madeleine; Goetz, Thomas; Lipnevich, Anastasiya A.

    2014-01-01

    This study investigated whether there is a discrepancy pertaining to trait and state academic emotions and whether self-concept of ability moderates this discrepancy. A total of 225 secondary school students from two different countries enrolled in grades 8 and 11 (German sample; n = 94) and grade 9 (Swiss sample; n = 131) participated. Students’ trait academic emotions of enjoyment, pride, anger, and anxiety in mathematics were assessed with a self-report questionnaire, whereas to assess their state academic emotions experience-sampling method was employed. The results revealed that students’ scores on the trait assessment of emotions were generally higher than their scores on the state assessment. Further, as expected, students’ academic self-concept in the domain of mathematics was shown to partly explain the discrepancy between scores on trait and state emotions. Our results indicate that there is a belief-driven discrepancy between what students think they feel (trait assessment) and what they really feel (state assessment). Implications with regard to the assessment of self-reported emotions in future studies and practical implications for the school context are discussed. PMID:24647760

  7. Native Language Self-Concept and Reading Self-Concept: Same or Different?

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus

    2014-01-01

    In assessing verbal academic self-concept with preadolescents, researchers have used scales for students' self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different…

  8. The Impact of Vision Impairment on Students' Self-Concept

    ERIC Educational Resources Information Center

    Datta, Poulomee; Talukdar, Joy

    2016-01-01

    This study investigated the self-concept of students with vision impairment who were placed in specialist and mainstream educational settings in South Australia. Self-Concept was explored across six dimensions, namely Physical, Moral, Personal, Family, Social and Academic Self-Concepts and the Total Self-Concept. The "Tennessee Self-Concept…

  9. Academic Motivation, Self-Concept, Engagement, and Performance in High School: Key Processes from a Longitudinal Perspective

    ERIC Educational Resources Information Center

    Green, Jasmine; Liem, Gregory Arief D.; Martin, Andrew J.; Colmar, Susan; Marsh, Herbert W.; McInerney, Dennis

    2012-01-01

    The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation…

  10. Latina and European American Girls' Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence.

    PubMed

    Brown, Christia Spears; Leaper, Campbell

    2010-12-01

    The study investigated Latina and European American adolescent girls' (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls' reported experiences hearing sexist comments about girls' abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism.

  11. "I Think of Myself as a Talented Writer:" Understanding Fifth and Sixth Grade Students' Self-Concepts in Writing

    ERIC Educational Resources Information Center

    Hamilton, Bonita

    2011-01-01

    Students' academic self-concepts have a reciprocal relationship with their academic performance, so high academic self-concepts are desirable. Yet, academic self-concepts typically decline during the late elementary and early middle school years. Little is known about how students' academic self-concepts are influenced to change. Fifth and sixth…

  12. Gender and Course Selection in Upper Secondary Education: Effects of Academic Self-Concept and Intrinsic Value

    ERIC Educational Resources Information Center

    Nagy, Gabriel; Trautwein, Ulrich; Baumert, Jurgen; Koller, Olaf; Garrett, Jessica

    2006-01-01

    Predictions about processes linking gender to students' choices of advanced courses were derived from the internal/external frame of reference (I/E) model and expectancy value (EV) theory. The predictions were tested for the domains of mathematics and biology using data from 1,148 students attending academically oriented secondary schools in…

  13. Examining the Relationships among Academic Self-Concept, Instrumental Motivation, and TIMSS 2007 Science Scores: A Cross-Cultural Comparison of Five East Asian Countries/Regions and the United States

    ERIC Educational Resources Information Center

    Yu, Chong Ho

    2012-01-01

    Many American authors expressed their concern that US competitiveness in science, technology, engineering, and mathematics (STEM) is losing ground. Using the Trends in International Mathematics and Science Study (TIMSS) 2007 data, this study investigated how academic self-concept and instrumental motivation influence science test performance among…

  14. Third and Fourth Grade Teacher Practices in Cognitive and Emotional/Social Development, Their Students' Opportunities for Emotional/Social Development, and Academic Self-Concept Moderated by Students' Mothers' Level of Education and Time Reading at Home

    ERIC Educational Resources Information Center

    Santos, Carol A.

    2009-01-01

    This study examines the relationships among third and fourth grade teacher practices in cognitive development: understanding, application, synthesis, and judgment; emotional/social development; their students' self-reported opportunities for emotional/social development; and academic self-concept. In addition, this study investigates the…

  15. An Investigation of Participation in Weekly Music Workshops and Its Relationship to Academic Self-Concept and Self-Esteem of Middle School Students in Low-Income Communities

    ERIC Educational Resources Information Center

    Shin, Jihae

    2011-01-01

    The purpose of this study was to examine how I Am A Dreamer Musician Program (IDMP) affected academic self-concept and self-esteem of middle school students in low-income communities. During the seven weeks of the weekly music workshops, students participated in different musical activities including playing percussion instruments, singing,…

  16. A Comparison of the Career Maturity, Self Concept and Academic Achievement of Female Cooperative Vocational Office Training Students, Intensive Business Training Students, and Regular Business Education Students in Selected High Schools in Mississippi.

    ERIC Educational Resources Information Center

    Seaward, Marty Robertson

    The purpose of this study was to compare the career maturity, self concept, and academic achievement of female students enrolled in intensive business training (IBT), cooperative vocational office training (CVOT), and regular business education programs. A sample of 240 students, equalized into three groups on the basis of IQ scores, were given…

  17. Recalled Test Anxiety in Relation to Achievement, in the Context of General Academic Self-Concept, Study Habits, Parental Involvement and Socio-Economic Status among Grade 6 Ethiopian Students

    ERIC Educational Resources Information Center

    Raju, P. Mohan; Asfaw, Abebech

    2009-01-01

    The study investigated the predictive nature of test anxiety on achievement in the presence of perceived general academic self-concept, study habits, parental involvement in children's learning and socio-economic status. From a population of 2482 Grade 6 students from seven government primary schools of a sub-city in Addis Ababa, 497 participants…

  18. The Self Concept.

    ERIC Educational Resources Information Center

    Fitzgibbon, Ann

    The purpose of this paper is to increase awareness of the self concept as a variable, to indicate what is known about the self concept from existing research, to discuss its importance to the school and its effect on learning, and to offer a method of assessment which is tied to a definition arbitrarily made as a starting point for researchers. A…

  19. Self-Concept, School Satisfaction, and Other Selected Correlates of Subjective Well-Being for Advanced High School Learners Enrolled in Two Challenging Academic Settings

    ERIC Educational Resources Information Center

    Robertson, Janice C.

    2013-01-01

    Global self-concept, freedom from anxiety, happiness, popularity, and school satisfaction were examined for 224 partial-day Governor's School students attending public Governor's Schools as well as classes in their home high schools, and 56 students taking advanced classes in regular high schools. On average, self-concept appeared adequate to…

  20. Adolescents' Motivation to Select an Academic Science-Related Career: The Role of School Factors, Individual Interest, and Science Self-Concept

    ERIC Educational Resources Information Center

    Taskinen, Päivi H.; Schütte, Kerstin; Prenzel, Manfred

    2013-01-01

    Many researchers consider a lacking interest in science and the students' belief that science is too demanding as major reasons why young people do not strive for science-related careers. In this article, we first delineated a theoretical framework to investigate the importance of interest, self-concept, and school factors regarding students'…

  1. A Construct Validity Study of Scores on a Korean Version of an Academic Self-Concept Scale for Secondary School Students.

    ERIC Educational Resources Information Center

    Chong, Sandra; Michael, William B.

    2000-01-01

    Studied the internal consistency reliability and construct validity of scores on a Korean version of the Dimensions of Self-Concept Scale (W. Michael and R. Smith, 1976) with samples of 213, 191, and 213 junior high and high school students in Korea. Results generally support the internal consistency reliability and the construct validity of the…

  2. The Musical Self-Concept of Chinese Music Students

    PubMed Central

    Petersen, Suse; Camp, Marc-Antoine

    2016-01-01

    The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study’s goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry—including ability, emotional, physical, cognitive, and social facets—was used to assess the students’ musical self-concepts (N = 97). The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students’ perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students’ sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self. PMID:27303337

  3. The Musical Self-Concept of Chinese Music Students.

    PubMed

    Petersen, Suse; Camp, Marc-Antoine

    2016-01-01

    The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study's goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry-including ability, emotional, physical, cognitive, and social facets-was used to assess the students' musical self-concepts (N = 97). The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students' perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students' sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self.

  4. Low self-concept in poor readers: prevalence, heterogeneity, and risk.

    PubMed

    McArthur, Genevieve; Castles, Anne; Kohnen, Saskia; Banales, Erin

    2016-01-01

    There is evidence that poor readers are at increased risk for various types of low self-concept-particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 children with poor reading for their age for four types of self-concept, four types of reading, three types of spoken language, and two types of attention. We found that poor readers with poor attention had low academic self-concept, while poor readers with poor spoken language had low general self-concept in addition to low academic self-concept. In contrast, poor readers with typical spoken language and attention did not have low self-concept of any type. We also discovered that academic self-concept was reliably associated with reading and receptive spoken vocabulary, and that general self-concept was reliably associated with spoken vocabulary. These outcomes suggest that poor readers with multiple impairments in reading, language, and attention are at higher risk for low academic and general self-concept, and hence need to be assessed for self-concept in clinical practice. Our results also highlight the need for further investigation into the heterogeneous nature of self-concept in poor readers.

  5. Adolescent Self-Concept among Han, Mongolian, and Korean Chinese.

    ERIC Educational Resources Information Center

    Sharpes, Donald K.; Wang, Xinbing

    1997-01-01

    Examines self-concept, assuming it to be genetic in origin and that adolescents' perception of personal, relational, and academic self-identity occurs uniformly across cultures. Results indicate a high similarity between the majority and minority adolescents, suggesting developmental propensities in self-concept formation. Environment seemed…

  6. The Role of Self-Concept in Medical Education

    ERIC Educational Resources Information Center

    Yeung, Alexander Seeshing; Li, Bingyi; Wilson, Ian; Craven, Rhonda G.

    2014-01-01

    Much research has acknowledged the importance of self-concept for adolescents' academic behaviour, motivation and aspiration, but little is known about the role of self-concept underpinning the motivation and aspiration of higher education students in a specialised field such as medical education. This article draws upon a programme of research…

  7. Adolescent Self-Concept among International Native Populations.

    ERIC Educational Resources Information Center

    Sharpes, Donald K.

    Most researchers continue to assume that one's self-concept is primarily governed by environmental determinants despite abundant evidence of the strong influence of genetic heritability. Ways in which the self-concept is developmental in the organism, particularly how adolescents' perceptions of personal, relational, and academic self-identity…

  8. Low self-concept in poor readers: prevalence, heterogeneity, and risk

    PubMed Central

    Castles, Anne; Kohnen, Saskia; Banales, Erin

    2016-01-01

    There is evidence that poor readers are at increased risk for various types of low self-concept—particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 children with poor reading for their age for four types of self-concept, four types of reading, three types of spoken language, and two types of attention. We found that poor readers with poor attention had low academic self-concept, while poor readers with poor spoken language had low general self-concept in addition to low academic self-concept. In contrast, poor readers with typical spoken language and attention did not have low self-concept of any type. We also discovered that academic self-concept was reliably associated with reading and receptive spoken vocabulary, and that general self-concept was reliably associated with spoken vocabulary. These outcomes suggest that poor readers with multiple impairments in reading, language, and attention are at higher risk for low academic and general self-concept, and hence need to be assessed for self-concept in clinical practice. Our results also highlight the need for further investigation into the heterogeneous nature of self-concept in poor readers. PMID:27867764

  9. The influence of traditional values of education of Greek students' real and ideal self-concepts.

    PubMed

    Gari, A; Kalantzi-Azizi, A

    1998-02-01

    Students' real and ideal self-concepts were studied with respect to their acceptance or rejection of the traditional values of Greek education. The relationship between the real and the ideal components of self-concept was also examined. A sample of Athenian students who answered a questionnaire accepted most of the traditional values of education. The students' internalization of such values predicted their moderately satisfied real self-concepts and their extremely developed ideal self-concepts, which symbolized their hopes and ambitions for academic achievement. The factor-analyzed items of self-concept revealed a disparity between the real and the ideal components of the participants' self-concepts.

  10. Vocational Maturity and Self Concepts.

    ERIC Educational Resources Information Center

    Helbing, Hans

    The relationship between separate dimensions of vocational maturity and different self-concept and identity variables were examined. Subjects were Dutch students, age 14-18 years. The vocational maturity dimensions were measured by Dutch adaptations of American vocational maturity scales. Instruments for self-concept and identity measurement were…

  11. The Impact of School-Based Child Centered Play Therapy on Academic Achievement, Self-Concept, and Teacher-Child Relationship Stress

    ERIC Educational Resources Information Center

    Blanco, Pedro J.

    2009-01-01

    This study examined the effectiveness of child centered play therapy (CCPT) with academically at-risk 1st graders. In this quasi-experimental design, twenty-one 1st grade students were assigned to the experimental group and 20 students were assigned to the no treatment control group. The children in the experimental group received two 30 minute…

  12. Bangawarra'gumada--Strengthening the Spirit: Causal Modelling of Academic Self-Concept and Patterns of Disengagement for Indigenous and Non-Indigenous Australian Students

    ERIC Educational Resources Information Center

    Bodkin-Andrews, Gawaian H.; Dillon, Anthony; Craven, Rhonda G.

    2010-01-01

    The notion of academic disengagement, regardless of its specific conceptualisation (e.g., cognitive, affective, or behavioural) is one that has received considerable attention within the educational and social psychological literature, especially with regard to disadvantaged minority groups. Although such research has done much to identify the…

  13. Self-Concept Development in Rural and Urban Students.

    ERIC Educational Resources Information Center

    Velasco-Barraza, Carlos; Muller, Douglas

    1982-01-01

    Using the Self-Descriptive Inventory, compares development of self-concept, self-esteem, self-ideal in physical maturity, peer relations, academic success, school adaptiveness in 50 rural children (Hatch, New Mexico) and 50 urban children (Las Cruces New Mexico). Finds negative patterns in academic success and school adaptiveness more pronounced…

  14. [Self-concept and drug use in adolescence].

    PubMed

    Fuentes, María C; García, Fernando; Gracia, Enrique; Lila, Marisol

    2011-01-01

    This study analyzes the relationship between a multidimensional measure of self-concept, the Self-concept Form-5 Questionnaire (AF5), and drug use among adolescents. From the responses of 632 participants (47.5% females) aged 12 to 17 years (M = 14.88 years, SD = 1.71 years), results showed negative relationships between family, academic and physical self-concept, and drug use. Although a positive relationship between social self-concept and drug use was found, this significant relationship disappeared once the age and sex of adolescents was controlled statistically. Moreover, the study includes other adjustment indicators in adolescence (psychological adjustment, personal competence, antisocial behavior and parenting). Results support the idea of self-concept as an important correlate of psychological well-being and a basic theoretical construct for explaining adjusted and adaptive behaviors in adolescence. Likewise, our results underline the need for statistical control of the effect of a third variable (sex), which could explain some contradictory results reported in the literature (a positive relationship between social self-concept and drug use), so as to avoid reaching conclusions based on spurious relationships. self-concept, multigroup confirmatory factor analysis, adolescence, psychosocial adjustment, drug use.

  15. Self-Concept and Adjustment in International Exchange Students. Research Report 32.

    ERIC Educational Resources Information Center

    Crano, Suellen L.

    The important role that self-concept has in the educational process and its relation to academic success suggest that it might prove relevant to a study of cross-cultural adjustment. The focus of this investigation is the relationship between self-concept and the personal, social, and academic adjustment of high school-aged international exchange…

  16. A Comparison of Multiple Facets of Self-Concept in Gifted vs. Non-Identified Israeli Students

    ERIC Educational Resources Information Center

    Zeidner, Moshe; Shani-Zinovich, Inbal

    2015-01-01

    This study compares facets of self-concept in gifted and non-identified Israeli adolescent students. The self-concept mean score profile of gifted vs. non-selected Israeli students was significantly different, with gifted students reporting higher mean levels of academic self-concept, but lower mean levels of social, personal, and physical…

  17. Self-Concepts and Educational Outcomes of Indigenous Australian Students in Urban and Rural School Settings

    ERIC Educational Resources Information Center

    Yeung, Alexander Seeshing; Craven, Rhonda G.; Ali, Jinnat

    2013-01-01

    Indigenous Australians have been known to be disadvantaged in many ways although higher art and physical self-concepts have been reported with Indigenous samples. Given recent research demonstrating the reciprocal effects of achievement and self-concept in academic domains, Indigenous students may experience further disadvantages in both academic…

  18. The Self-Concepts of Spanish Children and Adolescents with Low Vision and Their Sighted Peers.

    ERIC Educational Resources Information Center

    Lopez-Justicia, Maria Dolores; Pichardo, Maria Carmen; Amezcua, Juan Antonio; Fernandez, Eduardo

    2001-01-01

    Three studies of Spanish students with low vision, aged 4-7, 8-11, and 12-17, found that, overall, the participants' scores for some dimensions of self-concept were lower than those of comparison groups of sighted students. Teaching strategies such as cooperative learning are suggested to help improve the self-concept and academic performance of…

  19. Gender Differences in Children's Math Self-Concept in the First Years of Elementary School

    ERIC Educational Resources Information Center

    Lindberg, Sven; Linkersdörfer, Janosch; Ehm, Jan-Henning; Hasselhorn, Marcus; Lonnemann, Jan

    2013-01-01

    In the course of elementary school, children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the…

  20. Reconceptualization of African American Self-Concept.

    ERIC Educational Resources Information Center

    Braithwaite, Harold, Jr.; And Others

    1994-01-01

    Focuses on how African American students define self-concept, and whether there is a specific black self-concept. Questionnaires completed by 60 undergraduates at a historically black college provide insight into student self-esteem and support the existence of a specific black self-concept. (SLD)

  1. Self-Concept Change in Camp Staff.

    ERIC Educational Resources Information Center

    Henderson, Karla A.; Bialeschki, M. Deborah

    The 1981 study ascertained whether the self-concept of 66 camp staff from 2 Wisconsin camps changed more than a control group of 18 college students attending summer school; if differences in self-concept were based on a particular characteristic (age, gender, staff position, years at camp); and in what ways, if any, self-concept of camp staff…

  2. Self-Concept Enhancement of Preschool Children.

    ERIC Educational Resources Information Center

    Landry, Richard G.; Pardew, E. Michelle

    This study investigated whether a self-concept enhancement program would effect significant change in the self-concepts of 4-year-old middle class preschoolers as compared with classmates not in the program. All participating children (N=52) were pre- and posttested using the Thomas Self-Concept Values Test and the Developmental Profile. The…

  3. Self-concept and coping skills of female early adolescents in South Korea.

    PubMed

    Sung, Kyung Mi

    2011-10-01

    The purpose of the present study was to investigate the coping strategies and self-concept of Korean female early adolescents. These adolescents (n = 351) were enrolled in a middle school in Seoul. The subjects completed the Multidimensional Self-Concept Scale and Coping Responses Inventory questionnaires. The subjects exhibited the greatest positivity with regard to family self-concept and the greatest negativity with regard to academic self-concept. The subjects most frequently used the seeking guidance strategy of approach coping and the seeking alternative rewards strategy of avoidance coping. Self-concept was positively or negatively related with various coping skills. Using content analysis, seven categories including discord in family relationships were identified. The results of this study provide information that will aid school nurses working with adolescents with regard to helping the adolescents develop a positive self-concept and more effective coping strategies.

  4. Adolescent self-concept among Han, Mongolian, and Korean Chinese.

    PubMed

    Sharpes, D K; Wang, X

    1997-01-01

    Studies of self-concept have suffered from a lack of both a solid theoretical base and a clear definition of the term. It is not clear whether self-concept is a construct from the cognitive sciences, an active part of personality or of the ego and unconscious, or a physiological process as indicated from neurological research. Nor is it clear whether the psychological construct of self is related to other concepts, such as personal identity, self-esteem, and the ego, as sometimes these refer to the whole person or a structure or element within a person. What is evident is that the majority of researchers continue to assume that self-concept, however defined in theory, is primarily governed by environmental determinants despite abundant evidence from the neurosciences of the strong influence of its genetic heritability. This study assumed a genetic hypothesis, that self-concept is developmental and that adolescent perception of personal, relational, and academic self-identity occurs uniformly across cultures and environmental circumstances. Data were collected using a validated survey instrument, translated into Chinese, from majority and minority adolescents in the People's Republic of China. High similarity was found between the majority and minority adolescents, suggesting developmental propensities in the formation of self-concept.

  5. Brief report: Performing on the stage, the field, or both? Australian adolescent extracurricular activity participation and self-concept.

    PubMed

    Blomfield, Corey J; Barber, Bonnie L

    2009-06-01

    The relationship between Australian adolescents' participation in extracurricular activities and their self-concepts was investigated. A total of 1489 adolescents (56% female; mean age 13.8 years) completed measures of social self-concept, academic self-concept, and general self-worth, and reported on their extracurricular activity participation. In general, participation in any type of extracurricular activity was associated with a higher social and academic self-concept, and general self-worth, compared to no participation. Adolescents who participated in both sports and non-sports also reported a more positive social self-concept and general self-worth, compared to those who only participated in one of the activity types. This research provides support for extracurricular activities as a context facilitative of positive self-concept, and demonstrates the importance of a mixed participation profile for an adolescent's self-concept.

  6. Teachers and Coaches in Adolescent Social Networks Are Associated with Healthier Self-Concept and Decreased Substance Use

    ERIC Educational Resources Information Center

    Dudovitz, Rebecca N.; Chung, Paul J.; Wong, Mitchell D.

    2017-01-01

    Background: Poor academic (eg, "I am a bad student") and behavioral (eg, "I am a troublemaker") self-concepts are strongly linked to adolescent substance use. Social networks likely influence self-concept. However, little is understood about the role teachers and athletic coaches play in shaping both academic and behavioral…

  7. Aspects of self-concept and their relationship to language performance and verbal reasoning ability.

    PubMed

    Dermitzaki, I; Efklides, A

    2000-01-01

    It has been claimed that self-concept is multidimensional, with dimensions such as mathematical self-concept and self-concept in language. The present study investigated the relationship of academic self-concept in language with performance on school-related language tasks and verbal reasoning ability. A total of 512 students in grades 7, 9, and 11 rated four aspects of their academic self-concept in language: self-perception, self-efficacy, self-esteem, and others' perception of their abilities. Verbal reasoning ability and performance on language tasks were assessed. Path analysis showed that performance on language tasks was influenced strongly by verbal reasoning abilities. Self-esteem and others' perception of one's abilities were affected directly by language performance. No direct relationship was found between academic self-concept in language and verbal reasoning ability. The results suggest that adolescents do not construe their academic self-concept according to their abilities but according to their performance in school and others' response to it.

  8. Relational Aggression, Victimization and Self-Concept: Testing Pathways from Middle Childhood to Adolescence.

    PubMed

    Blakely-McClure, Sarah J; Ostrov, Jamie M

    2016-02-01

    When studying adolescent development, it is important to consider two key areas that are salient for teens, which are self-concept and peer relations. A secondary analysis of the National Institute of Health and Human Development Study of Early Child Care and Youth Development was conducted to examine the prospective bidirectional associations between self-concept and peer relations. To date, how social development broadly and peer relations in particular (e.g., relational aggression and victimization) affect self-concept domains is not fully understood. Using a large sample (N = 1063; 532 girls; M = 11.14 years; SD = .59) with multiple informants, the present study examined whether fifth grade relational aggression and sixth grade relational victimization was associated with adolescent self-concept in three key domains (i.e., academic, sports, physical appearance). A significant direct effect emerged, such that relational aggression in middle childhood was associated with decreases in academic self-concept and increases in sports self-concept in adolescence. Analyses also revealed that having higher levels of domain specific self-concept led to decreases in relational aggression across the transition to adolescence. The findings highlight the importance of examining bidirectional prospective associations between relational aggression, relational victimization, and domain specific self-concept. Implications for future research and clinical intervention are discussed.

  9. Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept.

    PubMed

    Verschueren, Karine; Doumen, Sarah; Buyse, Evelien

    2012-01-01

    This study tested the unique and joint effects of three significant relationships in young children's social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sample of 113 children participated. Mother-child attachment quality was observed in preschool. In first grade, teacher ratings of teacher-child relationship quality, peer ratings of peer acceptance, and child reports of self-concept were administered. The results revealed domain-specific links between social relationships and self-concept dimensions. Specifically, academic self-concept related to teacher-child relationship quality, social self-concept to peer acceptance, and general self-concept to the quality of attachment to mother. Moreover, an indirect effect was revealed of earlier mother-child attachment quality on the academic dimension of self through its effect on current adult-child relationships in school. This way, the study uncovered the pathways through which significant social relationships shape the formation of young children's self-concept.

  10. Self-Concepts in Reading, Writing, Listening, and Speaking: A Multidimensional and Hierarchical Structure and Its Generalizability across Native and Foreign Languages

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Jansen, Malte

    2016-01-01

    Academic self-concept has been conceptualized as a multidimensional and hierarchical construct. Previous research has mostly focused on its multidimensionality, distinguishing between verbal and mathematical self-concept domains, and only a few studies have examined the factorial structure within specific self-concept domains. The present study…

  11. The Development of Mathematical Self-Concept during College: Unique Benefits for Women in Math-Intensive Majors? ASHE Annual Meeting Paper.

    ERIC Educational Resources Information Center

    Sax, Linda J.

    While previous research has outlined factors that can be used to predict academic self-concept among college students, much of this research pays little attention to how self-concept develops differently for unique subgroups of students. This paper examines the development of mathematical self-concept during college for four groups of students who…

  12. Self-concept and depression among children who experienced the death of a family member.

    PubMed

    Nguyen, Hong T; Scott, Amy N

    2013-03-01

    The present study investigates the moderating effects of physical and academic self-concept on depression among children who experienced the death of a family member. Data from Phase III of the National Institute of Child Health and Human Development Study of Early Child Care was used in the present study. Having a higher physical self-concept moderated the relationship between death of a family member and depression. However, an unexpected relationship indicated that having higher math self-concept increased the probability of developing symptoms of depression. Interventions that target children's self-concept, especially physical self-concept, after a death in the family may result in fewer depression symptoms later in life.

  13. Self-Concept and Physical Self-Concept in Psychiatric Children and Adolescents

    ERIC Educational Resources Information Center

    Simons, J.; Capio, C. M.; Adriaenssens, P.; Delbroek, H.; Vandenbussche, I.

    2012-01-01

    Self-concept is a widely examined construct in the area of psychiatric disorders. This study compared the Physical Self-Description Questionnaire (PSDQ) scores of adolescents with psychiatric disorders (N=103) with the results of a matched group of non-clinical adolescents (N=103). Self-concept and Physical self-concept were lower in the clinical…

  14. Improved Self-Concepts Through Visual Communication.

    ERIC Educational Resources Information Center

    Gill, Walter Arthur

    Investigations linking communication media experiences and self-concepts suggest that changes in the self-concept of Afro-American students may be acutely affected in instructional environments through group activities employing mediated approaches, participation in the media as producers rather than consumers, and instruction through visual…

  15. Loneliness, Self-Concept, and Adjustment.

    ERIC Educational Resources Information Center

    Goswick, Ruth Ann; Jones, Warren H.

    1981-01-01

    In two studies, college students completed the UCLA Loneliness Scale, the Tennessee Self-Concept Scale, and an inventory which assessed the degree of other-focused attention. Results indicated that loneliness was related to more negative self-concepts, possibly less adjustment, and more self-focus. (Author/MP)

  16. Conceptual Learning and the Self-Concept.

    ERIC Educational Resources Information Center

    Meinke, Dean L.

    Using subjects classified on the basis of positive and less positive self-concepts, this study investigates the effects of instructions, a principle, and practice with four concept-attainment problems on the efficiency of the attainment of concepts among subjects. The findings indicate the subjects with more positive self-concepts attain abstract…

  17. Does Gender Moderate Dimensional Comparison Effects in L1 and L2 Self-Concepts of Secondary Foreign Language Learners?

    ERIC Educational Resources Information Center

    Faber, Gunter

    2012-01-01

    Introduction: With regard to the internal/external frame of reference model of academic self-concept development the present study aimed at testing its theoretical assumptions within the verbal domain--namely to analyze the relations between achievement and self-concept in the native language German (L1) and the foreign language English (L2). Due…

  18. The Effect of Special Class Placement on the Self-Concept-of-Ability of the Educable Mentally Retarded Child.

    ERIC Educational Resources Information Center

    Schurr, Kenton T.; Brookover, Wilbur B.

    To investigate change in the general self concept of ability of educable mentally retarded special class students, four equally spaced interviews were conducted with 51 students (mean age 11.63) over a 2-year period. Pupils answered questions about their academic ability from the General Self-Concept of Ability Scale; scores showed an ascending…

  19. The Professional Self-Concept of Music Students

    ERIC Educational Resources Information Center

    Kadushin, Charles

    1969-01-01

    Study indicates that, "Socialization to a professional self-concept does happen during music school attendance. This self-concept is developed through participation in professional performances. (Author)

  20. Big Fish in Little Ponds Aspire More: Mediation and Cross-Cultural Generalizability of School-Average Ability Effects on Self-Concept and Career Aspirations in Science

    ERIC Educational Resources Information Center

    Nagengast, Benjamin; Marsh, Herbert W.

    2012-01-01

    Being schooled with other high-achieving peers has a detrimental influence on students' self-perceptions: School-average and class-average achievement have a negative effect on academic self-concept and career aspirations--the big-fish-little-pond effect. Individual achievement, on the other hand, predicts academic self-concept and career…

  1. Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives.

    PubMed

    Marsh, Herbert W; Craven, Rhonda G

    2006-06-01

    We (Marsh & Craven, 1997) have claimed that academic self-concept and achievement are mutually reinforcing, each leading to gains in the other. Baumeister, Campbell, Krueger, and Vohs (2003) have claimed that self-esteem has no benefits beyond seductive pleasure and may even be detrimental to subsequent performance. Integrating these seemingly contradictory conclusions, we distinguish between (a) older, unidimensional perspectives that focus on global self-esteem and underpin the Baumeister et al. review and (b) more recent, multidimensional perspectives that focus on specific components of self-concept and are the basis of our claim. Supporting the construct validity of a multidimensional perspective, studies show that academic achievement is substantially related to academic self-concept, but nearly unrelated to self-esteem. Consistent with this distinction, research based on our reciprocal-effects model (REM) and a recent meta-analysis show that prior academic self-concept (as opposed to self-esteem) and achievement both have positive effects on subsequent self-concept and achievement. We provide an overview of new support for the generality of the REM for young children, cross-cultural research in non-Western countries, health (physical activity), and nonelite (gymnastics) and elite (international swimming championships) sport. We conclude that future reviews elucidating the significant implications of self-concept for theory, policy, and practice need to account for current research supporting the REM and a multidimensional perspective of self-concept.

  2. Investigation of Readers' Self-Concept: The Influence of Reading Proficiency on Self-Concept

    ERIC Educational Resources Information Center

    Chiappelli-LaSalle, Deborah

    2011-01-01

    The purpose of this quantitative correlation study was to research the influence of reading proficiency on global self-concept (TOT) for sixth-grade proficient readers and below proficiency readers, as well as the self-concept domains of Behavioral Adjustment (BEH), Intellectual and School Status (INT), Physical Appearance and Attributes (PHY),…

  3. The Permanency of a Specific Self-Concept.

    ERIC Educational Resources Information Center

    Wright, Alan N.

    Recent research on self-concept has focused on understanding the self in its specific dimensions or in relation to specific roles or situations. Studies on specific self-concept suggest that specific selves may show more stability than global self-concept. This study explored the situationally specific self-concept of participants in a…

  4. The impact of self-concept and college involvement on the first-year success of medical students in China.

    PubMed

    Zhou, Ying-Xue; Ou, Chun-Quan; Zhao, Zhi-Tao; Wan, Cheng-Song; Guo, Cui; Li, Li; Chen, Ping-Yan

    2015-03-01

    Students' first-year academic success plays a critical role on their overall development in college, which implies the need to concentrate on identifying ways to improve students' first-year academic success. Different from most research on the subject, this study attempted to combine the sociological perspective of college impact with a psychological perspective to synthetically explore the causal relationship of specific types of self-concept and college involvement with academic success of medical students. A longitudinal study was conducted using 519 matriculates at a medical university in mainland China. We conducted the Cooperative Institutional Research Program freshmen survey and the Your First College Year survey to collect data of the pre-college and college academic and social self-concept, college involvement components, and some input characteristics. The academic success was measured by the first-year grade point average. A pathway analysis was conducted and showed the following results. Having high academic self-concept, being engaged in class and putting effort in homework or study directly contributes to increasing college achievement. Students' pre-college achievement and self-concept, faculty interaction, and homework involvement positively affected students' college academic self-concept development, which indirectly improved average grade point. These findings contribute to our understanding of a student's ability to interact with his or her collegiate environment and to experience academic success.

  5. A Study of Self-Conceptions.

    ERIC Educational Resources Information Center

    Schellenberg, James; And Others

    This study explores the possible impact of school (especially of changes in school setting) upon self-concept. During the spring of 1974 questionnaires were obtained from 181 ninth graders at Burton Junior High School and Central High School in Grand Rapids, Michigan. The following fall, those of the same groups who could be found in the tenth…

  6. Gender, Self-Concept, and Reading Disabilities.

    ERIC Educational Resources Information Center

    Fink, Rosalie P.

    2000-01-01

    A study of highly successful men and women with reading disabilities used a developmental approach to investigate how, and under what conditions, males and females with reading disabilities develop high literacy levels and resilient self-concepts. The 60 participants in the study included a Nobel laureate, a member of the National Academy of…

  7. Effects of a Computer Assisted Instruction EEE Seminar on Mathematics Achievement and Academic Self-Concept of Students at a Predominantly Black College in a Rural Community in the South.

    ERIC Educational Resources Information Center

    Reglin, Gary L.; Butler, Don

    This study examined the effectiveness of computer assisted instruction (CAI) in improving the mathematics achievement and academic self-confidence of black students in an Education Entrance Examination (EEE) seminar at a predominantly black college in South Carolina. Subjects were 49 students participating in the seminar, 43% black males and 47%…

  8. Self-Esteem and Self-Concept Examination among Gifted Students with ADHD

    ERIC Educational Resources Information Center

    Foley-Nicpon, Megan; Rickels, Heather; Assouline, Susan G.; Richards, Allison

    2012-01-01

    Intellectually gifted students with attention-deficit/hyperactivity disorder (ADHD) face unique academic and social challenges, yet little research has been conducted with this population. The purpose of this study was to examine the self-esteem and self-concept of intellectually gifted children with and without a coexisting diagnosis of ADHD.…

  9. The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?

    ERIC Educational Resources Information Center

    Nagy, Gabriel; Watt, Helen M. G.; Eccles, Jacquelynne S.; Trautwein, Ulrich; Ludtke, Oliver; Baumert, Jurgen

    2010-01-01

    Gender differences in the development of children's and adolescents' academic self-perceptions have received increasing attention in recent years. This study extends previous research by examining the development of mathematics self-concept across grades 7-12 in three cultural settings: Australia (Sydney; N = 1,333), the United States (Michigan; N…

  10. Is Being Gifted Always an Advantage? Peer Relations and Self-Concept of Gifted Students

    ERIC Educational Resources Information Center

    Košir, Katja; Horvat, Marina; Aram, Urška; Jurinec, Nina

    2016-01-01

    The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different…

  11. Gifted Adolescents' Overexcitabilities and Self-Concepts: "An Analysis of Gender and Grade Level"

    ERIC Educational Resources Information Center

    Gross, Candace M.; Rinn, Anne N.; Jamieson, Kelly M.

    2007-01-01

    The current study examined the relationship between gifted adolescents' overexcitabilities and self-concept, while also exploring gender and grade-level differences in overexcitabilities. Participants included 248 gifted adolescents who had completed the sixth through tenth grade during the previous academic year. Overexcitabllities were measured…

  12. Negative Relationship between Achievement in High School and Self-Concept in College.

    ERIC Educational Resources Information Center

    Wolfe, Raymond N.; Grosch, James W.

    Social learning theory implies that there should be a significant positive relationship between academic performance and self-concept and outcomes of recent meta-analyses support this prediction. While path-analytic studies of high school samples in the 1960s and 1970s demonstrated that ability and achievement each made a small positive…

  13. Self-Concept and Depression among Children Who Experienced the Death of a Family Member

    ERIC Educational Resources Information Center

    Nguyen, Hong T.; Scott, Amy N.

    2013-01-01

    The present study investigates the moderating effects of physical and academic self-concept on depression among children who experienced the death of a family member. Data from Phase III of the National Institute of Child Health and Human Development Study of Early Child Care was used in the present study. Having a higher physical self-concept…

  14. Self-Concept of Computer and Math Ability: Gender Implications across Time and within ICT Studies

    ERIC Educational Resources Information Center

    Sainz, Milagros; Eccles, Jacquelynne

    2012-01-01

    The scarcity of women in ICT-related studies has been systematically reported by the scientific community for many years. This paper has three goals: to analyze gender differences in self-concept of computer and math abilities along with math performance in two consecutive academic years; to study the ontogeny of gender differences in self-concept…

  15. Rational Emotive Education for Improving Self-Concept in Second-Grade Students.

    ERIC Educational Resources Information Center

    Donegan, Angela L.; Rust, James O.

    1998-01-01

    Examines the effectiveness of Vernon's "Thinking, Feeling, Behaving" curriculum with second-grade students (N=41). The McDaniel-Piers Young Children's Self-Concept Scale and the Behavioral Academic Self-Esteem Inventory were administered in a pretest-postest format. Results demonstrated that the curriculum is partially effective in…

  16. The storm and stress (or calm) of early adolescent self-concepts: within- and between-subjects variability.

    PubMed

    Molloy, Lauren E; Ram, Nilam; Gest, Scott D

    2011-11-01

    This study uses intraindividual variability and change methods to test theoretical accounts of self-concept and its change across time and context and to test the developmental implications of this variability. The 5-year longitudinal study of 541 youths in a rural Pennsylvania community from 3rd through 7th grade included twice-yearly assessments of self-concept (academic and social), corresponding external evaluations of competence (e.g., teacher-rated academic skills, peer-nominated "likeability"), and multiple measures of youths' overall adjustment. Multiphase growth models replicate previous research, suggesting significant decline in academic self-concept during middle school but modest growth in social self-concept from 3rd through 7th grade. Next, a new contribution is made to the literature by quantifying the amount of within-subject variability (i.e., "lability") around these linear self-concept trajectories as a between-subjects characteristic. Self-concept lability was found to associate with a general profile of poorer competence and adjustment and to predict poorer academic and social competence at the end of 7th grade above and beyond level of self-concept. Finally, there was substantial evidence that wave-to-wave changes in youths' self-concepts correspond to teacher and peer evaluations of youths' competence, that attention to peer feedback may be particularly strong during middle school, and that these relations may be moderated by between-subjects indicators of youths' general adjustment. Overall, findings highlight the utility of methods sensitive to within-subject variation for clarifying the dynamics of youths' self-system development.

  17. Friendship Predictors of Global Self-Worth and Domain-Specific Self-Concepts in University Students with and without Learning Disability

    ERIC Educational Resources Information Center

    Shany, Michal; Wiener, Judith; Assido, Michal

    2013-01-01

    This study investigated the association among friendship, global self-worth, and domain-specific self-concepts in 102 university students with and without learning disabilities (LD). Students with LD reported lower global self-worth and academic self-concept than students without LD, and this difference was greater for women. Students with LD also…

  18. A Canonical Correlation Analysis of the Influence of Social Comparison, Gender, and Grade Level on the Multidimensional Self-Concepts of Gifted Adolescents

    ERIC Educational Resources Information Center

    Rinn, Anne N.; Jamieson, Kelly M.; Gross, Candace M.; McQueen, Kand S.

    2009-01-01

    This study examines the effects of social comparison, gender, and grade level on gifted adolescents' multidimensional self-concept. Participants include 248 gifted adolescents who had completed the sixth through tenth grade during the previous academic year. Multidimensional self-concept was measured using the Self Description Questionnaire II…

  19. A Comparison of Aboriginal and Non-Aboriginal Students on the Inter-Related Dimensions of Self-Concept, Strengths and Achievement

    ERIC Educational Resources Information Center

    Whitley, Jessica; Rawana, Edward; Brownlee, Keith

    2014-01-01

    Self-concept has been found to play a key role in academic and psychosocial outcomes for students. Appreciating the factors that have a bearing upon self-concept may be of particular importance for Aboriginal students, many of whom experience poorer outcomes than non-Aboriginal Canadians. In this study, we conducted a quantitative analysis of the…

  20. Structure of AscE and induced burial regions in AscE and AscG upon formation of the chaperone needle-subunit complex of type III secretion system in Aeromonas hydrophila

    PubMed Central

    Tan, Yih Wan; Yu, Hong Bing; Leung, Ka Yin; Sivaraman, J.; Mok, Yu-Keung

    2008-01-01

    In the type III secretion system (T3SS) of Aeromonas hydrophila, the putative needle complex subunit AscF requires both putative chaperones AscE and AscG for formation of a ternary complex to avoid premature assembly. Here we report the crystal structure of AscE at 2.7 Å resolution and the mapping of buried regions of AscE, AscG, and AscF in the AscEG and AscEFG complexes using limited protease digestion. The dimeric AscE is comprised of two helix–turn–helix monomers packed in an antiparallel fashion. The N-terminal 13 residues of AscE are buried only upon binding with AscG, but this region is found to be nonessential for the interaction. AscE functions as a monomer and can be coexpressed with AscG or with both AscG and AscF to form soluble complexes. The AscE binding region of AscG in the AscEG complex is identified to be within the N-terminal 61 residues of AscG. The exposed C-terminal substrate-binding region of AscG in the AscEG complex is induced to be buried only upon binding to AscF. However, the N-terminal 52 residues of AscF remain exposed even in the ternary AscEFG complex. On the other hand, the 35-residue C-terminal region of AscF in the complex is resistant to protease digestion in the AscEFG complex. Site-directed mutagenesis showed that two C-terminal hydrophobic residues, Ile83 and Leu84, of AscF are essential for chaperone binding. PMID:18662905

  1. More Than Only Skin Deep: Appearance Self-Concept Predicts Most of Secondary School Students' Self-Esteem.

    PubMed

    Baudson, Tanja G; Weber, Kira E; Freund, Philipp A

    2016-01-01

    One important goal of education is to develop students' self-esteem which, in turn, hinges on their self-concept in the academic, physical, and social domains. Prior studies have shown that physical self-concept accounts for most of the variation in self-esteem, with academic and social self-concepts playing a much lesser role. As pressure toward perfection seems to be increasing in education, appearance, and social relationships (three aspects that relate to crucial developmental tasks of adolescence), the goal of the present field study was to examine whether former findings still hold true in the light of the changing societal context. A sample of 2,950 students from a broad range of German secondary schools (47% girls, age 10-19 years) responded to a recently validated German-language questionnaire assessing multiple self-concept facets (Weber and Freund, 2016). We examined which self-concept aspects predict self-esteem best and whether the pattern is comparable across genders and achievement levels using latent regression analyses. Results show that self-concept of appearance is still by far the strongest predictor (total sample: B = 0.77, SE = 0.02, p < 0.01) and that this is especially the case for girls and students from special educational schools. Other aspects play a much lesser role. The discussion explores why appearance is so neglected, compared to the more academic subjects, and what school can do to account for its vast importance for students' self-esteem.

  2. Self-Concept: The Interplay of Theory and Methods.

    ERIC Educational Resources Information Center

    Shavelson, Richard J.; Bolus, Roger

    1982-01-01

    Recent methodological advances regarding self-concept theory are presented. Using junior high school subjects and multiple indicators of subject-specific, area, and general self-concept, support was found for a multifaceted, hierarchical interpretation. Results point to the causal predominance of self-concept over achievement. (Author/GK)

  3. Helping Children Develop Healthy Self-Concepts (Preschool - Third Grade).

    ERIC Educational Resources Information Center

    DeAnda, Natividad

    This unit of the Flexible Learning System (FLS) is designed to help teachers analyzing the effects of classroom situations on the self-concepts of children in preschool through third grade. Among the questions addressed are: What is a healthy self-concept; How do teaching practices affect children's self-concepts; and When are situations…

  4. The Effects of Visual Impairment on Adolescents' Self-Concept.

    ERIC Educational Resources Information Center

    Beaty, L. A.

    1991-01-01

    This study examined relationships between visual impairment and adolescents' self-concept, utilizing 15 visually impaired and 15 sighted adolescents in an urban environment. Findings suggest significant differences in global self-concept, as well as in specific components of self-concept between the groups. (DB)

  5. Grade and Gender Differences in Gifted Students' Self-Concepts

    ERIC Educational Resources Information Center

    Rudasill, Kathleen Moritz; Capper, Marla Read; Foust, Regan Clark; Callahan, Carolyn M.; Albaugh, Susan B.

    2009-01-01

    Gifted adolescents are poised to make important decisions that will determine the trajectory of their futures. A positive self-concept may lead to higher educational and career aspirations, whereas a poorer self-concept may negatively influence choices and outcomes. Research points to self-concept differences among gifted students of different…

  6. The Relationship of Self Concept to Reading Achievement.

    ERIC Educational Resources Information Center

    Lewis, Ruth Watson

    The purpose of this study was to determine whether there is a significant difference in the self-concept scores of first-grade children receiving self-concept training and those not receiving such training; whether there is a difference in the reading achievement scores of first-grade children receiving self-concept training and those not…

  7. Facilitating Children's Self-Concept: A Rationale and Evaluative Study

    ERIC Educational Resources Information Center

    Hay, Ian

    2005-01-01

    This study reports on the design and effectiveness of the Exploring Self-Concept program for primary school children using self-concept as the outcome measure. The program aims to provide a procedure that incorporates organisation, elaboration, thinking, and problem-solving strategies and links these to children's multidimensional self-concept.…

  8. Self-Concept Is a Concept Worth Considering

    ERIC Educational Resources Information Center

    Shields, Nora

    2009-01-01

    There is a growing recognition of the importance of self-concept in the pediatric rehabilitation research literature. There also is confusion and inconsistency in the definitions of and the terminology used to describe self-concept. What is agreed is that self-concept is multidimensional, comprising a child's perception of their personal…

  9. Self-Concept and Achievement Motivation of High School Students

    ERIC Educational Resources Information Center

    Lawrence, A. S. Arul; Vimala, A.

    2013-01-01

    The present study "Self-concept and Achievement Motivation of High School Students" was investigated to find the relationship between Self-concept and Achievement Motivation of High School Students. Data for the study were collected using Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT)…

  10. Assessment of a cooperative-creative program of assertive behavior and self-concept.

    PubMed

    Garaigordobil Landazabal, M

    1999-05-01

    This study examined the effects of a game program of assertive behavior, helpful behavior, and self-concept in children aged 8 to 10. A pretest-intervention-posttest design was used with a sample of 126 experimental and 28 control subjects. Three instruments were administered before and after intervention: the Children's Assertive Behavior Scale, Sensitivity Scale, and the Adjective Check List. Assertive behavior, helpful behavior, and self-concept were the dependent variables. Intervention consisted of a group play-session carried out once a week during the whole academic year. The program's games encourage children to cooperate and share, as well as to develop creative play. The program included presentation, communication, help, cooperation, creativity, and emotional expression games. Results of multiple variance analyses suggest that the program caused significant improvement in assertive behavior (p < .001) and self-concept (p < .01). This paper reveals empirical evidence of the positive contribution of cooperative-creative play to child development.

  11. Understanding Academic Confidence

    ERIC Educational Resources Information Center

    Sander, Paul; Sanders, Lalage

    2006-01-01

    This paper draws on the psychological theories of self-efficacy and the self-concept to understand students' self-confidence in academic study in higher education as measured by the Academic Behavioural Confidence scale (ABC). In doing this, expectancy-value theory and self-efficacy theory are considered and contrasted with self-concept and…

  12. Integration of multidimensional self-concept and core personality constructs: construct validation and relations to well-being and achievement.

    PubMed

    Marsh, Herbert W; Trautwein, Ulrich; Lüdtke, Oliver; Köller, Olaf; Baumert, Jürgen

    2006-04-01

    Relations between multiple dimensions of self-concept, personality (Big Five), well-being, and academic outcomes (school grades, test scores, coursework selection) for a large (N=4,475) sample of German adolescents support the construct validity of a well-defined, multidimensional set of self-concept factors in relation to personality factors, and vice versa. Confirmatory factor analysis of a German adaptation of the Self Description Questionnaire III demonstrated 17 a priori, reasonably independent self-concept factors (M correlation=.14; SD=.17) that had a highly differentiated pattern of relations with the personality factors and academic outcomes. Consistent with theory and previous research, math and verbal self-concepts were negatively related to each other, and this extreme domain specificity was reflected in the systematic and substantial relations with academic criteria measures. Self-esteem, Big Five, and well-being factors explained only small amounts of variance in academic outcomes and support for their incremental validity after controlling for specific self-concept factors was weak.

  13. Advanced Stirling Convertor (ASC-E2) Characterization Testing

    NASA Technical Reports Server (NTRS)

    Williams, Zachary D.; Oriti, Salvatore M.

    2012-01-01

    Testing has been conducted on Advanced Stirling Convertor (ASC-E2) convertors at NASA Glenn Research Center in support of the Advanced Stirling Radioisotope Generator (ASRG) Project. This testing has been conducted to understand sensitivities of convertor parameters due to environmental and operational changes during operation of the ASRG in missions to space. This paper summarizes test results and explains in terms of operation of the ASRG during space missions.

  14. The Reciprocal Effects Model Revisited: Extending Its Reach to Gifted Students Attending Academically Selective Schools

    ERIC Educational Resources Information Center

    Seaton, Marjorie; Marsh, Herbert W.; Parker, Philip D.; Craven, Rhonda G.; Yeung, Alexander S.

    2015-01-01

    The reciprocal effects model (REM) predicts a reciprocal relation between academic self-concept and academic achievement, whereby prior academic self-concept is associated with future gains in achievement, and prior achievement is related to subsequent academic self-concept. Although research in this area has been extensive, there has been a…

  15. Performance Measurement of Advanced Stirling Convertors (ASC-E3)

    NASA Technical Reports Server (NTRS)

    Oriti, Salvatore M.

    2013-01-01

    NASA Glenn Research Center (GRC) has been supporting development of the Advanced Stirling Radioisotope Generator (ASRG) since 2006. A key element of the ASRG project is providing life, reliability, and performance testing data of the Advanced Stirling Convertor (ASC). The latest version of the ASC (ASC-E3, to represent the third cycle of engineering model test hardware) is of a design identical to the forthcoming flight convertors. For this generation of hardware, a joint Sunpower and GRC effort was initiated to improve and standardize the test support hardware. After this effort was completed, the first pair of ASC-E3 units was produced by Sunpower and then delivered to GRC in December 2012. GRC has begun operation of these units. This process included performance verification, which examined the data from various tests to validate the convertor performance to the product specification. Other tests included detailed performance mapping that encompassed the wide range of operating conditions that will exist during a mission. These convertors were then transferred to Lockheed Martin for controller checkout testing. The results of this latest convertor performance verification activity are summarized here.

  16. Parental influences on students' self-concept, task value beliefs, and achievement in science.

    PubMed

    Senler, Burcu; Sungur, Semra

    2009-05-01

    The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.

  17. The changing self-concept of pregnant and parenting teens.

    PubMed

    Alpers, R R

    1998-01-01

    Self-concept has been recognized and researched as a powerful variable in relation to teenage pregnancy. Low self-concept frequently has been identified as a cause and consequence of teenage pregnancy as well as a factor in participation and compliance with health care recommendations. Most of the research on self-concept and teenage pregnancy occurred in the 1970s to mid-1980s, and all found lower self-concept in pregnant and parenting teens when compared with their nonpregnant contemporaries and normative data. This study found the opposite to be true. The 126 pregnant and parenting teens in this study had higher self-concepts than the reported normative group. Also, important variations in self-concept were found in relation to sociodemographics. This potentially suggests that what was once known about this aggregate is no longer true, and a reinvestigation is warranted. The purpose of this study was to reinvestigate the self-concept of pregnant and parenting teens and compare them with published normative data and to examine the relationship between sociodemographics and self-concept. The study employed a survey methodology. Data were analyzed using frequencies, percentages, measures of central tendency and dispersion, t test, chi-square test, and analysis of variance. This study found that pregnant and parenting teens had a higher self-concept than the normative data on nonpregnant teens reported by the research instrument authors. Furthermore, this older sample of pregnant and parenting teens (mean age, 17.83 years) had self-concepts more similar to the junior high school normative sample than their senior high school-age contemporaries. Also, this study found that self-concept varies according to the pregnant and parenting teens; ages, years of schooling, types of schools attended, income sources, and receipt of public assistance. This study has implications for health care providers, health and public educators, and nursing researchers in terms of program

  18. How Community College African American Students with or without a Father or Male Surrogate Presence at Home Develop Their Personal Identity, Academic Self-Concept, Race Theory, Social Sensitivity, Resiliency, and Vision of Their Own Success and the Influence on Their Academic Achievement

    ERIC Educational Resources Information Center

    Holliday, A'lon Michael

    2011-01-01

    Despite the growing body of research on African American students' academic achievement and the role mothers play in their child's academic development, few studies (Carter, 2008; Fordham, 1988) examined the role fathers play in the development of their child's academic achievement. The primary aim of this study was to examine how the father or…

  19. Neuropsychology and the self-concept.

    PubMed

    Brown, J W

    1999-03-01

    The biological basis of the self is discussed in relation to neuropsychological findings in cases with focal brain injury. This material demonstrates that the self is deposited at an early phase in the process of object realization and distributes into the private space of imagery and the external space of object perception. A disruption or truncation of this process results in an erosion of the self that is similar across the different perceptual modalities. From the pattern of pathological breakdown, it is concluded that the self is a categorical, relational entity that achieves autonomy in the context of an act of cognition that is fully derived, i.e., actualizes completely. The autonomy depends on the completeness of this derivation. The preliminary locus of the self in the mental state entails a holistic or multimodal phase of potential before perceptual individuation. The relation of the self-concept to antecedent phases in the microgenesis of a cognition, the relation to feeling, personal history, and the immediate past, points to a limbic transition in the outward development of the mental state.

  20. Measuring the Computer-Related Self-Concept

    ERIC Educational Resources Information Center

    Langheinrich, Jessica; Schönfelder, Mona; Bogner, Franz X.

    2016-01-01

    A positive self-concept supposedly affects a student's well-being as well as his or her perception of individual competence at school. As computer-based learning is becoming increasingly important in school, a positive computer-related self-concept (CSC) might help to enhance cognitive achievement. Consequently, we focused on establishing a short,…

  1. Structure and Correlates of Self-Concept in Lebanon

    ERIC Educational Resources Information Center

    El-Hassan, Karma

    2004-01-01

    This study investigated the structure of self-concept in Lebanon using an Arabic adaptation of the Self-Description Questionnaire (SDQ-I). Using a sample of 392 early and late adolescents, the study examined (a) the reliability of the scale, (b) gender, age, and socioeconomic (SE) differences in self-concept, (c) the extent to which self-concept…

  2. Relationships among Aspects of Student Alienation and Self Concept

    ERIC Educational Resources Information Center

    Tarquin, Kristen; Cook-Cottone, Catherine

    2008-01-01

    This study investigated the relationships among previous experiences of student alienation and the various aspects of self concept. A total of 351 undergraduate students were administered the Student Alienation and Trauma Survey-Revised (SATS-R) and the Tennessee Self Concept Scale: Second Edition (TSCS:2). Students were asked to report on their…

  3. Self-Concept among Hearing Chinese Children of Deaf Parents.

    ERIC Educational Resources Information Center

    Chan, Lik Man; Lui, Brian

    1990-01-01

    A questionnaire was administered to 42 Hong Kong Chinese deaf couples, their 70 hearing children, 41 hearing couples, and their 82 hearing children. No differences were found in the self-concepts of children of deaf parents compared to children of hearing parents, but deaf parents reported lower self-concepts than hearing parents. (Author/JDD)

  4. A Multidimensional Test of Self-Concept: Further Findings.

    ERIC Educational Resources Information Center

    Lathrop, Richard G.

    The Multidimensional Test of Self-Concept (MTS) is based on the assumption that an individual's perception of his/her well-being is related to the difference between the current state of that individual and the desired state. This difference between the two states may be directly measured, and a single self-concept score generated. The MTS…

  5. Peer Effect on Students' Creative Self-Concept

    ERIC Educational Resources Information Center

    Karwowski, Maciej

    2015-01-01

    Creative self-concept has become a notable construct of interest in creativity literature in the last decade. The predictors, correlates, determinants, and consequences of self-rated creativity, creative self-efficacy, creative personal identity, and creative metacognition--as well as other self-concept constructs--have been studied intensively,…

  6. The Needs Analysis in Self-Concept Module Development

    ERIC Educational Resources Information Center

    Yusop, Yusni Mohamad; Sumari, Melati; Mohamed, Fatanah; Said, Shahriza; Azeez, Mohd Ibrahim K.; Jamil, Mohd Ridhuan Mohd

    2015-01-01

    This research studies needs analyses conducted to examine the need for a self-concept module. Two types of analyses had been conducted; content analysis and experts' consensus. Content analysis was conducted to explore the issues of self-concept from the theory and literature perspective. Later, needs analysis had also been carried out to observe…

  7. [Self-Concept: Symposium Papers from New Mexico State University.

    ERIC Educational Resources Information Center

    Muller, Douglas, Comp.

    The six papers in this set of symposium materials all deal with the development and measurement of self-concept in various groups of students. The first paper (by Douglas Muller) addresses the lack of well-defined procedures for assessing self-concept and suggests that such a measure should be based on standardized procedures such as the…

  8. Multidimensional Physical Self-Concept of Athletes with Physical Disabilities

    ERIC Educational Resources Information Center

    Shapiro, Deborah R.; Martin, Jeffrey J.

    2010-01-01

    The purposes of this investigation were first to predict reported PA (physical activity) behavior and self-esteem using a multidimensional physical self-concept model and second to describe perceptions of multidimensional physical self-concept (e.g., strength, endurance, sport competence) among athletes with physical disabilities. Athletes (N =…

  9. Self-Concepts of Head Start and Nursery School Children.

    ERIC Educational Resources Information Center

    Derrick, Sara M.; Halsted, Georgia

    The purpose of this study was to determine whether self-concepts of Head Start children differed from self-concepts of nursery school children. A total of 90 children attending Head Start programs and 70 children attending proprietary nursery schools participated in the study. The preschool form of the Children's Self-Social Constructs Test, a…

  10. Measures of Self-Concept Grades 4-6.

    ERIC Educational Resources Information Center

    Rosen, Pamela, Ed.

    This 31-item test bibliography deals with a variety of currently available measures of self-concept and self-esteem. For the purposes of this listing, self concept was defined as a multidimensional construct encompassing the range of an individual's perceptions and evaluations of himself. Many of the devices contained herein emphasize the…

  11. Self-Concept Measures; Grade 7 and Above.

    ERIC Educational Resources Information Center

    Rosen, Pamela, Ed.

    This 34-item annotated test bibliography deals with a variety of currently available measures of self-concept and self-esteem. For the purposes of this listing, self-concept was defined as a multidimensional construct encompassing the range of an individual's perceptions and evaluations of himself. Many of the devices contained herein emphasize…

  12. Self Concept Development through the Adult Life Cycle.

    ERIC Educational Resources Information Center

    Lynch, Mervin D.; Lynch, Carol Lee

    1991-01-01

    The developmental model of self-concept proposed by M. Lynch and M. Levy (1982) is extended through the entire adult life cycle. Self-concept is seen as a set of cognitive rules that have affective or cognitive consequences and that operate like the ego functions proposed by Freud. (SLD)

  13. [Self-concept in schizophrenics--a survey of studies].

    PubMed

    Chuchra, Maria

    2008-01-01

    The article is a survey of studies concerned with self-concept, self-esteem and self-acceptance in schizophrenics.The aim of the paper is to present current research on self-image (the term 'self-concept' has been increasingly used in recent studies) although without critical analysis. In specialist literature one can distinguish three basic trends of research concerned with the relationships between the self-concept in schizophrenics and the illness process. The first one relates to the nature of self-concept in schizophrenics and contrasts it with that of normal control subjects, as well as includes the research on self-esteem and self-acceptance levels. The other trend takes into account the sex of the examined patients and the third focuses on interrelations between self-concept and other illness-related factors. The article focuses on the first and the second trend. It comprises of three parts. The first one presents the current research on self-concept, self-esteem and self-acceptance in schizophrenics. The second part looks into the relationships between the self-concept and other factors (e.g. disease duration, psychopathological symptoms, therapy). The last part is an overview of research on self-concept and perception of others, as well as the perception of patients by others.

  14. Perceived Teacher's Behaviors and Dimensions of Adolescent Self-Concepts.

    ERIC Educational Resources Information Center

    Mboya, Mzobanzi M.

    1995-01-01

    Maintains that a significant positive relationship exists between perceived teacher support, interest, and encouragement and adolescents' self-concept in Africa. Utilized the Self-Description Inventory (SDI) to reveal that specific dimensions of adolescents' self-concepts were positively affected by specific teacher behaviors. (MJP)

  15. Self-Concept Education as a Motivator of Life Effectiveness

    ERIC Educational Resources Information Center

    Liggins, James

    2012-01-01

    The idea that individual behavior is the result of society's influence on individual self-concept beliefs reflects more than a century of theory and research. Therefore, this study focuses on self-concept as a construct of primordial human characteristics such as emotion, aspiration, love, conflict, anger, jealousy, contradiction, guilt, and…

  16. Hypnosis-Induced Mental Training Programmes as a Strategy to Improve the Self-Concept of Students

    ERIC Educational Resources Information Center

    De Vos, H. M.; Louw, D. A.

    2009-01-01

    The creation and implementation of strategies that could improve student development is receiving new research interest. The main objective of the research was to establish whether hypnosis-induced mental training programmes as a strategy could alter the self-concept of students which in turn could improve their overall academic functioning. Two…

  17. Macho-Man in School: Toward the Role of Gender Role Self-Concepts and Help Seeking in School Performance

    ERIC Educational Resources Information Center

    Kessels, Ursula; Steinmayr, Ricarda

    2013-01-01

    This study seeks to understand boys' lower academic success by analysing the relationship between sex, gender role self-concept, help seeking attitudes, and school performance in a sample of 182 German 11th grade students (83 girls, 99 boys), age 16. Grades at two points in time, intelligence test data, help-seeking attitudes, gender role…

  18. Typology of Self-Concept of Adolescents in France: A Comparison of Gifted and Nongifted French High School Students

    ERIC Educational Resources Information Center

    Villatte, Aude; Courtinat-Camps, Amélie; de Léonardis, Myriam

    2014-01-01

    This study sought comprehension of several specifics concerning the self-concept of gifted high school students in France. Eighty-four gifted high school students (IQ = 130) between the ages of 13 and 18 were matched with 84 nongifted high school students possessing the same gender, family background, and academic characteristics. Each of these…

  19. The Effects of Relaxation and Biofeedback Training on Dimensions of Self Concept (DOSC) among Hyperactive Male Children.

    ERIC Educational Resources Information Center

    Omiza, Michael M.

    1980-01-01

    The effects of relaxation training and biofeedback on five factors of self-concept among hyperactive male elementary school students are investigated: levels of aspiration; anxiety; academic interest and satisfaction; leadership and initiative; and identification v alienation. Findings suggest that relaxation training/biofeedback warrant inclusion…

  20. Advanced Stirling Convertor (ASC) Technology Maturation

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Wilson, Scott; Collins, Josh; Wilson, Kyle

    2015-01-01

    The Advanced Stirling Convertor (ASC) development effort was initiated by NASA Glenn Research Center (GRC) with contractor Sunpower Inc. to develop high efficiency thermal-to-electric power conversion technology for NASA Radioisotope Power Systems. Early successful performance demonstrations led to the expansion of the project as well as adoption of the technology by the Department of Energy (DOE) and system integration contractor Lockheed Martin Space Systems Company as part of the Advanced Stirling Radioisotope Generator (ASRG) flight project. The ASRG integrates a pair of ASCs to convert the heat from a pair of General Purpose Heat Source (GPHS) modules into electrical power. The expanded NASA ASC effort included development of several generations of ASC prototypes or Engineering Units to help prepare the ASC technology and Sunpower for flight implementation. Sunpower later had two parallel contracts allowing the last of the NASA Engineering Units called ASC-E3 to serve as pathfinders for the ASC-F flight convertors being built for DOE. The ASC-E3 convertors utilized the ASC-F flight specifications and were built using the ASC-F design and process documentation. Shortly after the first ASC-F Pair achieved initial operation, due to budget constraints, the DOE ASRG flight development contract was terminated. NASA continues to invest in the development of Stirling RPS technology including continued production of the ASC-E3 convertors, seven of which have been delivered with one additional unit in production. Starting in FY2015, Stirling Convertor Technology Maturation has been reorganized as an element of the RPS Stirling Cycle Technology Development (SCTD) Project and long-term plans for continued Stirling technology advancement are in reformulation. This paper provides a status on the ASC project, an overview of advancements made in the design and production of the ASC at Sunpower, and a summary of acceptance tests, reliability tests, and tactical tests at NASA

  1. Advanced Stirling Convertor (ASC) Technology Maturation

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Wilson, Scott; Collins, Josh; Wilson, Kyle

    2016-01-01

    The Advanced Stirling Convertor (ASC) development effort was initiated by NASA Glenn Research Center with contractor Sunpower, Inc., to develop high-efficiency thermal-to-electric power conversion technology for NASA Radioisotope Power Systems (RPSs). Early successful performance demonstrations led to the expansion of the project as well as adoption of the technology by the Department of Energy (DOE) and system integration contractor Lockheed Martin Space Systems Company as part of the Advanced Stirling Radioisotope Generator (ASRG) flight project. The ASRG integrates a pair of ASCs to convert the heat from a pair of General Purpose Heat Source (GPHS) modules into electrical power. The expanded NASA ASC effort included development of several generations of ASC prototypes or engineering units to help prepare the ASC technology and Sunpower for flight implementation. Sunpower later had two parallel contracts allowing the last of the NASA engineering units called ASC-E3 to serve as pathfinders for the ASC-F flight convertors being built for DOE. The ASC-E3 convertors utilized the ASC-F flight specifications and were built using the ASC-F design and process documentation. Shortly after the first ASC-F pair achieved initial operation, due to budget constraints, the DOE ASRG flight development contract was terminated. NASA continues to invest in the development of Stirling RPS technology including continued production of the ASC-E3 convertors, seven of which have been delivered with one additional unit in production. Starting in fiscal year 2015, Stirling Convertor Technology Maturation has been reorganized as an element of the RPS Stirling Cycle Technology Development (SCTD) Project and long-term plans for continued Stirling technology advancement are in reformulation. This paper provides a status on the ASC project, an overview of advancements made in the design and production of the ASC at Sunpower, and a summary of acceptance tests, reliability tests, and tactical

  2. More Than Only Skin Deep: Appearance Self-Concept Predicts Most of Secondary School Students’ Self-Esteem

    PubMed Central

    Baudson, Tanja G.; Weber, Kira E.; Freund, Philipp A.

    2016-01-01

    One important goal of education is to develop students’ self-esteem which, in turn, hinges on their self-concept in the academic, physical, and social domains. Prior studies have shown that physical self-concept accounts for most of the variation in self-esteem, with academic and social self-concepts playing a much lesser role. As pressure toward perfection seems to be increasing in education, appearance, and social relationships (three aspects that relate to crucial developmental tasks of adolescence), the goal of the present field study was to examine whether former findings still hold true in the light of the changing societal context. A sample of 2,950 students from a broad range of German secondary schools (47% girls, age 10–19 years) responded to a recently validated German-language questionnaire assessing multiple self-concept facets (Weber and Freund, 2016). We examined which self-concept aspects predict self-esteem best and whether the pattern is comparable across genders and achievement levels using latent regression analyses. Results show that self-concept of appearance is still by far the strongest predictor (total sample: B = 0.77, SE = 0.02, p < 0.01) and that this is especially the case for girls and students from special educational schools. Other aspects play a much lesser role. The discussion explores why appearance is so neglected, compared to the more academic subjects, and what school can do to account for its vast importance for students’ self-esteem. PMID:27803681

  3. Friendship predictors of global self-worth and domain-specific self-concepts in university students with and without learning disability.

    PubMed

    Shany, Michal; Wiener, Judith; Assido, Michal

    2013-01-01

    This study investigated the association among friendship, global self-worth, and domain-specific self-concepts in 102 university students with and without learning disabilities (LD). Students with LD reported lower global self-worth and academic self-concept than students without LD, and this difference was greater for women. Students with LD also reported that they had more stable friendships than students without LD. Students with LD were more likely to have higher global self-worth and self-perceptions of social acceptance if they had stable friendships and had relationships where they communicated spontaneously and frankly. None of the friendship variables predicted academic self-concept. Thus, having stable and intimate friendships is a protective factor in relation to global self-worth and social self-concept in university students with LD.

  4. Self-concept, self-esteem and psychopathological symptoms.

    PubMed

    Garaigordobil, Maite; Pérez, José Ignacio; Mozaz, María

    2008-02-01

    This study has two objectives: 1) to analyse the characteristics of self-concept, self-esteem and psychopathological symptoms in accordance with age and gender in a representative sample from the Basque Country; and 2) to explore the relationships of self-concept and self-esteem with psychopathological symptoms. The sample is made up of 1,579 participants, aged 12 to 65, of whom 732 are males (46.4%) and 847 are females (53.6%). The study uses a descriptive and correlational methodology. For the measurement of psychopathological symptoms, self-concept and self-esteem, three assessment instruments are applied. The ANOVAs indicated significant differences associated with age in self-concept, self-esteem, and quantity of psychopathological symptoms. As regards gender, no significant differences were found for self-concept and self-esteem, but there were differences in psychopathological symptoms, with females scoring higher in various disorders (somatization, interpersonal sensitivity, depression, anxiety, phobic anxiety, and total quantity of symptoms). The results of the correlational analyses confirmed significant inverse relationships between self-concept/self-esteem and psychopathological symptoms. The discussion considers the potential role of intervention programmes that promote self-concept and self-esteem in the prevention of psychopathological problems.

  5. Self-Concept and Children with Disabilities

    ERIC Educational Resources Information Center

    Sze, Susan; Valentin, Sylvia

    2007-01-01

    Children with disabilities often experience negative feedback more so than their classmates. Experts in the field list improved self-esteem as treatment for the child's academic, social and behavioral problems. However, recent studies have shown that children with disabilities do not necessarily have poor self images, and may have a high…

  6. Advanced Stirling Convertor (ASC-E2) Characterization Testing

    NASA Technical Reports Server (NTRS)

    Williams, Zachary D.; Oriti, Salvatore M.

    2012-01-01

    Testing has been conducted on Advanced Stirling Convertors (ASCs)-E2 at NASA Glenn Research Center in support of the Advanced Stirling Radioisotope Generator (ASRG) project. This testing has been conducted to understand sensitivities of convertor parameters due to environmental and operational changes during operation of the ASRG in missions to space. This paper summarizes test results and explains the operation of the ASRG during space missions

  7. Understanding the Dynamics of Leadership: The Role of Follower Self-Concepts in the Leader/Follower Relationship.

    PubMed

    Lord; Brown; Freiberg

    1999-06-01

    In this paper we integrate recent theory and research on the self-concept with leadership theory. We conceptualize the self as being defined at three levels: the individual, interpersonal, and group levels. The effects of the self on information processing and behavior are mediated by the working self-concept, which is composed of self-views, possible selves, and goals (standards). Leaders are seen as producing short-run changes by influencing the working self-concept and more enduring changes through the development of chronic schema. Subordinates are also seen as influencing leaders' self-schema, both individually and collectively. Both practical and theoretical implications of this perspective are discussed. Copyright 1999 Academic Press.

  8. 75 FR 80813 - Appraisal Subcommittee (ASC); ASC Rules of Operation; Amended

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-23

    ..., all authority for carrying out the functions of the ASC shall reside in the ASC; however, from time to time, the ASC may delegate any of its authority as it deems appropriate to ASC members, officers, or... section 1109 (a)(4)(A) of Title XI. At such time that section 1124 (a) and (e) of Title XI are...

  9. The Relationship between Attitude toward Science, Science Self-Concept and Other Variables of Occupational Choice to the Science Career Choice of Black College Students.

    ERIC Educational Resources Information Center

    Salters, Charles R.; And Others

    This study was designed to determine the relationship between the black college student's attitude toward science, science self-concept, and other variables of occupational choice and the selection of an academic major. The combined effect of the variables of occupational choice on the selection of an academic major was also examined. Science and…

  10. Adolescent Erotica and Female Self-Concept Development

    ERIC Educational Resources Information Center

    Hurowitz, Laurie; Gaier, Eugene

    1976-01-01

    Focuses on one specific kind of information and guidance employed by many adolescent females as a source of information on sexuality, female erotica, and for information on the female role--the female self concept. (Author/RK)

  11. A Model for the Growth of Self-Concept

    ERIC Educational Resources Information Center

    Guest, Gerald R.; Thomson, Eric W.

    1972-01-01

    Teachers must play a more consciously active role in fostering healthy self esteem in children. To make such action more likely to occur successfully, a model is presented to conceptualize the dynamics of growth in positive self concept. (Author)

  12. The ASCE Residuals Transport Manual

    SciTech Connect

    Albertson, O.E.; Bizier, P.A.; Brown, J.; Koch, C.; Sadick, T.

    1999-07-01

    This presentation will highlight the ASCE Residuals Transport Manual, which has been published by ASCE this year. This document, which represents the state of the art in information on residuals transport, is designed to be used by both the active practitioner, as well as for instructional purposes. The authors will present the various chapters which cover the following topics: Conveyance of Water and Wastewater Residuals, Rheology, Sludge Characteristics, Quality and Quantity, Overview of Residuals Conveyance Devices, Pumping of Viscous Sludges and Slurries, Transport of Thickened Residuals, Conveyance of Dewatered Residuals, Transport of Granular and Compactable Residuals, and Case Studies. The Objective of the Transport Monograph is to summarize in one concise volume the general state of knowledge regarding residuals transport from both water and wastewater residuals. The presentation will cover each chapter and will review the pertinent information contained in the manual.

  13. Multidimensional physical self-concept of athletes with physical disabilities.

    PubMed

    Shapiro, Deborah R; Martin, Jeffrey J

    2010-10-01

    The purposes of this investigation were first to predict reported PA (physical activity) behavior and self-esteem using a multidimensional physical self-concept model and second to describe perceptions of multidimensional physical self-concept (e.g., strength, endurance, sport competence) among athletes with physical disabilities. Athletes (N = 36, M age = 16.11, SD age = 2.8) completed the Physical Self-Description Questionnaire. Participants reported mostly positive perceptions of self-esteem, global physical self-concept, endurance, body fat, sport competence, strength, flexibility, and physical activity (Ms ranging from 3.9 to 5.6 out of 6). Correlations indicated a number of significant relationships among self-esteem and reported PA and various dimensions of physical self-concept. Using physical self-concept, strength, endurance, and flexibility in the first regression equation and sport competence and endurance simultaneously in the second equation, 47 and 31% of the variance was accounted for in self-esteem and reported PA, respectively. The findings support the value of examining multidimensional physical self-concept as different aspects of the physical self appear to have different influences on reported PA engagement versus self-esteem.

  14. [Self-concept and psychosocial adjustment in adolescence].

    PubMed

    Fuentes, María C; García, José Fernando; Gracia, Enrique; Lila, Marisol

    2011-02-01

    This study analyses the relationship between a multidimensional measure of self-concept, Self-concept Form-5 Questionnaire (AF5), and a broad set of adolescents' psychosocial adjustment indicators. From the responses of 1,281 participants (53.7% females) aged 12 to 17 years ( M = 14.98 years, SD = 1.74 years), results indicated that higher self-concept scores corresponded to better psychological adjustment, good personal skills and fewer behavioral problems. Although a positive relationship between social self-concept and drug use was found, this significant relationship disappeared once the adolescent's age and sex was controlled for. These results support the idea that the self-concept is a basic theoretical construct closely related to the psychosocial adjustment in adolescence. Also this study helps explain some contradictory results reported in the literature (i.e., a positive relationship between social self-concept and drug use), by showing how the statistical control of a third variable effect (i.e., age) avoids reaching conclusions based on spurious relationships.

  15. Moral self-concept and moral sensitivity in Iranian nurses.

    PubMed

    Borhani, Fariba; Keshtgar, Mohammad; Abbaszadeh, Abbas

    2015-01-01

    Nurses are often faced with serious situations that require high levels of legal and ethical knowledge, and should therefore be sensitive to the moral issues in their profession in the decision making process. Some studies have investigated nurses' moral self-concept as an effective factor in moral sensitivity, but there is not sufficient evidence to support this. The purpose of this study was to determine the correlation between moral sensitivity and moral self-concept in nurses employed in the teaching hospitals in Zahedan, Iran. This cross-sectional descriptive study aimed to study the relationship between moral self-concept and moral sensitivity in nurses employed in the teaching hospitals affiliated with Zahedan University of Medical Sciences. Chang's Moral Self-Concept Questionnaire and Lutzen's Moral Sensitivity Questionnaire were used for data collection. Data analysis was performed using SPSS software version 17. A total of 188 nurses participated in this study. The results showed that there was a positive and significant relationship between moral self-concept and moral sensitivity (P < 0.05). Based on our findings, an individual's attention to moral issues can lead to greater sensitivity and result in morally responsible behavior at the time of decision making. Consequently, promotion of moral self-concept through personal effort or education can increase moral sensitivity, which in turn leads to behavioral manifestations of ethical knowledge.

  16. The Effects of High Adventure Activities on Adolescent Self-Concept: A Comparison of Situationally Specific Self-Concept Measurements and Global Self-Concept Measurements.

    ERIC Educational Resources Information Center

    Wright, Alan N.

    Changes in adolescents' self concept as a result of participation in a camping program were studied. Subjects were 57 males and females, aged 14-18, who spent 9 weeks with the Man and His Land program, travelling on eight camping expeditions. Three hypotheses were tested through pre-, mid-, and posttests: (1) Differences would be shown in pre- and…

  17. Orthodontic treatment need for adolescents in the Campania region: the malocclusion impact on self-concept

    PubMed Central

    Perillo, Letizia; Esposito, Maria; Caprioglio, Alberto; Attanasio, Stefania; Santini, Annamaria Chiara; Carotenuto, Marco

    2014-01-01

    Background Dental malocclusions can be considered not only as an oral health problem, because they are linked to quality of life perception. Many factors related to malocclusion have strong influences on the perception of facial esthetics (eg, anterior tooth alignment, tooth shape and position, lip thickness, symmetric gingival or tooth contour, lip profile, and overjet). Many reports have shown that the perception of facial esthetics can influence psychological development from early childhood to adulthood. The aim of this study is to investigate the effect of dental malocclusion on self-esteem in a sample of adolescents. Materials and methods The study population was composed of 516 orthodontically untreated subjects (256 males) mean ages 13.75±1.977 years recruited from schools in the Campania region of Italy between January 2011 and July 2011. To evaluate the self-esteem grade in our population, all subjects filled out the Multidimensional Self Concept Scale questionnaire and attended an orthodontic clinical evaluation to estimate dental occlusal aspects. Results Pearson’s analysis shows the relationship in our sample between some occlusal characteristics (crossbite and dental crowding) and aspects of self-concept evaluation (social, competence, academic, physical, and global score) of the Multidimensional Self Concept Scale questionnaire. Moreover, logistic regression analysis shows the potential role of dental crowding (odds ratio 5.359; 95% confidence interval 3.492–8.225) and crossbite (odds ratio 6.153; 95% confidence interval 3.545–10.678) as risk factors for development of global self-concept score abnormalities. Conclusion Our findings confirm the relationship between psychosocial well-being, self-esteem, and dental malocclusion among adolescents. PMID:24672229

  18. Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem.

    PubMed

    Coelho, Vitor Alexandre; Marchante, Marta; Jimerson, Shane R

    2017-03-01

    The middle school transition is a salient developmental experience impacting adolescents around the world. This study employed a randomized-controlled treatment design, with randomization at the school level, to investigate the impact of a school adjustment program for middle school transition and potential gender differences. Participants included 1147 students (M age = 9.62; SD = 0.30, 45.7 % girls), who were assessed at four time points during the transition, regarding five dimensions of self-concept (academic, social, emotional, physical and family) and self-esteem. Parallel growth curves were employed to analyze the evolution of self-concept. Following the transition to middle school, students reported lower levels of self-concept (academic, emotional and physical) and self-esteem, while participation in the intervention led to increases in self-esteem and gains in social self-concept. No gender differences were found. These results provide preliminary evidence supporting such interventions in early middle school transitions.

  19. Developmental Change and Time-Specific Variation in Global and Specific Aspects of Self-Concept in Adolescence and Association with Depressive Symptoms

    PubMed Central

    Kuzucu, Yasar; Bontempo, Daniel E.; Hofer, Scott M.; Stallings, Michael C.; Piccinin, Andrea M.

    2014-01-01

    Previous research has demonstrated that adolescents make differential self-evaluations in multiple domains that include physical appearance, academic competence, and peer acceptance. We report growth curve analyses over a seven year period from age 9 to age 16 on the six domains of the Harter Self-Perception Profile for Children. In general, we find little change in self-concept, on average, but do find substantial individual differences in level, rate of change, and time-specific variation in these self- evaluations. The results suggest that sex differences and adoptive status were related to only certain aspects of the participants’ self-concept. Depressive symptoms were found to have significant effects on individual differences in rate of change and on time-specific variation in general self-concept, as well as on some of the specific domains of self-concept. PMID:25143664

  20. Pathfinding the Flight Advanced Stirling Convertor Design with the ASC-E3

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Wilson, Kyle; Smith, Eddie; Collins, Josh

    2012-01-01

    The Advanced Stirling Convertor (ASC) was initially developed by Sunpower, Inc. under contract to NASA Glenn Research Center (GRC) as a technology development project. The ASC technology fulfills NASA s need for high efficiency power convertors for future Radioisotope Power Systems (RPS). Early successful technology demonstrations between 2003 to 2005 eventually led to the expansion of the project including the decision in 2006 to use the ASC technology on the Advanced Stirling Radioisotope Generator (ASRG). Sunpower has delivered 22 ASC convertors of progressively mature designs to date to GRC. Currently, Sunpower with support from GRC, Lockheed Martin Space System Company (LMSSC), and the Department of Energy (DOE) is developing the flight ASC-F in parallel with the ASC-E3 pathfinders. Sunpower will deliver four pairs of ASC-E3 convertors to GRC which will be used for extended operation reliability assessment, independent validation and verification testing, system interaction tests, and to support LMSSC controller verification. The ASC-E3 and -F convertors are being built to the same design and processing documentation and the same product specification. The initial two pairs of ASC-E3 are built before the flight units and will validate design and processing changes prior to implementation on the ASC-F flight convertors. This paper provides a summary on development of the ASC technology and the status of the ASC-E3 build and how they serve the vital pathfinder role ahead of the flight build for ASRG. The ASRG is part of two of the three candidate missions being considered for selection for the Discovery 12 mission.

  1. Pathfinding the Flight Advanced Stirling Convertor Design with the ASC-E3

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Wilson, Kyle; Smith, Eddie; Collins, Josh

    2012-01-01

    The Advanced Stirling Convertor (ASC) was initially developed by Sunpower, Inc. under contract to NASA Glenn Research Center (GRC) as a technology development project. The ASC technology fulfills NASA's need for high efficiency power convertors for future Radioisotope Power Systems (RPS). Early successful technology demonstrations between 2003 to 2005 eventually led to the expansion of the project including the decision in 2006 to use the ASC technology on the Advanced Stirling Radioisotope Generator (ASRG). Sunpower has delivered 22 ASC convertors of progressively mature designs to date to GRC. Currently, Sunpower with support from GRC, Lockheed Martin Space System Company (LMSSC), and the Department of Energy (DOE) is developing the flight ASC-F in parallel with the ASC-E3 pathfinders. Sunpower will deliver four pairs of ASC-E3 convertors to GRC which will be used for extended operation reliability assessment, independent validation and verification testing, system interaction tests, and to support LMSSC controller verification. The ASC-E3 and -F convertors are being built to the same design and processing documentation and the same product specification. The initial two pairs of ASC-E3 are built before the flight units and will validate design and processing changes prior to implementation on the ASC-F flight convertors. This paper provides a summary on development of the ASC technology and the status of the ASC-E3 build and how they serve the vital pathfinder role ahead of the flight build for ASRG. The ASRG is part of two of the three candidate missions being considered for selection for the Discovery 12 mission.

  2. Analysis of a human phenomenon: self-concept.

    PubMed

    LeMone, P

    1991-01-01

    This analysis of self-concept includes an examination of definitions, historical perspectives, theoretical basis, and closely related terms. Antecedents, consequences, defining attributes, and a definition were formulated based on the analysis. The purpose of the analysis was to provide support for the use of the label "self-concept" as a broad category that encompasses the self-esteem, identity, and body-image nursing diagnoses within Taxonomy I. This classification could allow the use of a broad diagnostic label to better describe conditions that necessitate nursing care. It may also further explain the relationships between and among those diagnoses that describe human responses to disturbance of any component of the self-concept.

  3. Decreased Self-Concept Clarity in People with Schizophrenia

    PubMed Central

    Cicero, David C.; Martin, Elizabeth A; Becker, Theresa M.; Kerns, John G.

    2015-01-01

    Disturbances in the perception of self are thought to be central to the development of psychosis. Self-concept clarity (SCC) is the extent to which one’s beliefs about oneself are internally consistent, stable, and clear. Participants with schizophrenia (N = 54) and healthy controls (N = 32) completed the Me Not-Me Decision Task (MNMDT), in which they decided whether 60 adjectives (30 pairs of antonyms), did or did not describe themselves. SCC is conceptualized as the number of consistent responses. Participants also completed the Self-Concept Clarity Scale (SCCS). Compared to healthy controls, participants with schizophrenia scored lower on the MNMDT and SCCS, and scores were negatively correlated with positive and negative symptoms. In a simultaneous regression, SCCS scores were uniquely associated with positive symptoms, while MNMDT scores were uniquely associated with negative symptoms. This suggests that people with schizophrenia have decreased self-concept claritythat is related to positive and negative symptoms. PMID:26669980

  4. CSA/ASC Press Briefing

    NASA Technical Reports Server (NTRS)

    2005-01-01

    Nicole Gignac, Senior Communications Advisor Canadian Space Agency (CSA), introduces the panel for this CSA/ASC press briefing. The panel consist of: Dr. Steve Maclean, CSA astronaut; Dr. Paul Cooper, Deputy General Manager, MacDonald, Dettwiler and Associates Ltd. (MDA); and Dr. Iain Christie, Director of Research and Development from NEPTEC. Maclean will fly on the STS-115 Mission in February of 2006. He presents pictures and talks about the crewmembers of the Space Shuttle Columbia and Space Shuttle Discovery. Maclean also discusses entry risks as it pertains to the leading edge wing of Discovery. Paul Cooper explains and shows a video presentation of Canadarm robotics. The briefing ends with Dr Christie explaining the sensitive three dimensional inspections are performed in space that looks for cracks in the leading edge wing of the Space Shuttle Discovery.

  5. The Self-Concept Target Game: A Comprehensive Report.

    ERIC Educational Resources Information Center

    FitzGibbon, Ann

    A Self Concept Target Game (SCTG) which was designed to measure the level of aspiration of second or third grade children who had been exposed to at least two years of the Responsive Model Follow Through (RMFT) Program, and the field testing of the game are described in this report. The game is played by throwing and pushing a bean bag along a…

  6. The Development of Self-Conceptions from Childhood to Adolescence

    ERIC Educational Resources Information Center

    Montemayor, Raymond; Eisen, Marvin

    1977-01-01

    Subjects in grades 4 through 12 were asked to respond to the question "Who am I?" Their responses were analyzed for self-conceptions by means of a 30-category scoring system. Results were in agreement with Werner's notion that cognitive development proceeds from a concrete to an abstract mode of representation. (Author/JMB)

  7. An Introduction to Self Concept. Learning Package 1.

    ERIC Educational Resources Information Center

    Naegler, Robert; Anderson, Rosalie

    This instructional booklet is part of Learning Package #1 introducing self-concept development used in conjunction with the Child Development Training Program at Bemidji, Minnesota. This booklet is divided into 4 chapters and examines the following areas: (1) basic definitions and concepts of self; (2) how and why self development occurs; (3)…

  8. Self-Concept of Pregnant Adolescents: A Case Study.

    ERIC Educational Resources Information Center

    Elkes, Barbara Halpren; Crocitto, John A.

    1987-01-01

    Used case study approach to assess self-concepts of pregnant adolescents regarding life history, personality traits, and development. Results revealed common themes of historic background and personality traits: no intact families, lack of trust in family members, history of drug and alcohol abuse, permissive sexual attitudes and early sexual…

  9. Enhancing Self-Concept Development in Preschool Children.

    ERIC Educational Resources Information Center

    Ravid, Ruth; Sullivan-Temple, Kara

    This paper describes three studies that evaluated the Marvelous Me-Preschool Edition curriculum, a 12-session program designed to enhance the self-concept of preschool children. The program is organized around 6 central themes: feelings, self-image, getting to know oneself, family friends, and community. Children participate in activities such as…

  10. Art Education and the Development of Self-Concept.

    ERIC Educational Resources Information Center

    Hausman, Jerome J.

    References are often made in art education literature about how art can enhance individuals' self-concepts. This document discusses the work of authors, Manuel Barkan, George Herbert Mead, and Sigmund Freud, who support this concept. Barkan's theory concerning how an individual's personality develops and changes by interacting socially is…

  11. Adolescents' Emotion Regulation Strategies, Self-Concept, and Internalizing Problems

    ERIC Educational Resources Information Center

    Hsieh, Manying; Stright, Anne Dopkins

    2012-01-01

    This study examined the relationships among adolescents' emotion regulation strategies (suppression and cognitive reappraisal), self-concept, and internalizing problems using structural equation modeling. The sample consisted of 438 early adolescents (13 to 15 years old) in Taiwan, including 215 boys and 223 girls. For both boys and girls,…

  12. Singing Ability, Musical Self-Concept, and Future Music Participation

    ERIC Educational Resources Information Center

    Demorest, Steven M.; Kelley, Jamey; Pfordresher, Peter Q.

    2017-01-01

    Research on adults who identify as "tone deaf" suggest that their poor musical self-concept is shaped by a view of themselves as nonsingers even when their perceptual skills and singing ability are not significantly worse than the general population. Many of these adults self-selected out of further participation as children but…

  13. Convergence In Self-Concept Measures: Fact or Artifact?

    ERIC Educational Resources Information Center

    Chandler, Theodore A.

    Many self-concept measures employ several different scales to which the subject responds in a set order at one sitting. This study examined the effects of different testing conditions on such scales. Bill's Index of Adjustment and Values was administered to 191 graduate students under two different sequences, and two time delay conditions. The…

  14. Effects of Testing Conditions on Self-Concept Measurement

    ERIC Educational Resources Information Center

    Chandler, Theodore A.; And Others

    1976-01-01

    Many self-concept measures employ several different scales to which the subject responds in a set order at one sitting. This study examined effects of different testing conditions. The Index of Adjustment and Values (IAV) was administered to 191 graduate students under two different sequences and two time delay conditions. Results indicate…

  15. Birth Order and Self-Concept in Adolescence.

    ERIC Educational Resources Information Center

    Gecas, Viktor; Pasley, Kay

    1983-01-01

    Very little support was found for any of several hypotheses concerning the effect of birth order on self-concept in adolescents. The strongest support was found for the hypothesis that middle-borns have the lowest self-evaluations. (Author/BW)

  16. A Flip Side Look at Self-Concept.

    ERIC Educational Resources Information Center

    Rhoades, Sylvia L.; Strickland, Ben

    1980-01-01

    The authors assert that, to promote student self-concept, a teacher must develop a positive mental image of each child. They point out positive qualities that teachers may look for and react to in four types of "problem" students: the clown, the bully, the nitpicker, and the doormat. (SJL)

  17. Gender Role Conditioning and Women's Self-Concept.

    ERIC Educational Resources Information Center

    Long, Vonda O.

    1991-01-01

    Incorporated multiple measures of self-concept, including time competency, innerdirected support, self-regard, self-acceptance, and self-esteem as well as locus of control, in analysis of relationship between sex-role orientation and adult women's (n=293) mental health. Found masculine and androgynous sex-role orientations were strongly related to…

  18. Friendship Patterns and Self-Concept Development in Preadolescent Males.

    ERIC Educational Resources Information Center

    Mannarino, Anthony P.

    1978-01-01

    Based upon Sullivan's theoretical notion, this study tests the hypothesis that preadolescents involved in a chum relationship will have higher self-concepts than those without a chum. The subjects were 60 boys from the sixth grade of an elementary school. (Author/MP)

  19. Relation of Technology, Science, Self-Concept, Interest, and Gender

    ERIC Educational Resources Information Center

    Wender, Ingeborg

    2004-01-01

    In this article, the author discusses the relation of technology, science, self-concept, interest, and gender. For nearly 20 years the topic of "women and technology" has played an important role in discussions about gender equality in Germany. The very first project for promoting females started in 1978 under the title "Women in…

  20. Development: Ages & Stages--How Self-Concept Develops

    ERIC Educational Resources Information Center

    Poole, Carla; Miller, Susan A.; Church, Ellen Booth

    2004-01-01

    In this article, the authors explain how self-concept develops among young children. Several strategies on how to help children attain their full emotional development are also suggested. One such effective strategy is for parents and caregivers to be sensitive to the individual needs of children and to be responsive to them during daily…

  1. Gender-Role Conditioning and Women's Self-Concept.

    ERIC Educational Resources Information Center

    Long, Vonda O.

    While current research is beginning to suggest that it is masculinity that correlates with mental health, results are inconclusive and studies have primarily focused on limited measures of mental health. This study incorporated multiple measures of self-concept in an analysis of the relationship between sex-role orientation and mental health of…

  2. Life adjustment correlates of physical self-concepts.

    PubMed

    Sonstroem, R J; Potts, S A

    1996-05-01

    This research tested relationships between physical self-concepts and contemporary measures of life adjustment. University students (119 females, 126 males) completed the Physical Self-Perception Profile assessing self-concepts of sport competence, physical condition, attractive body, strength, and general physical self-worth. Multiple regression found significant associations (P < 0.05 to P < 0.001) in hypothesized directions between physical self-concepts and positive affect, negative affect, depression, and health complaints in 17 of 20 analyses. Thirteen of these relationships remained significant when controlling for the Bonferroni effect. Hierarchical multiple regression examined the unique contribution of physical self-perceptions in predicting each adjustment variable after accounting for the effects of global self-esteem and two measures of social desirability. Physical self-concepts significantly improved associations with life adjustment (P < 0.05 to P < 0.05) in three of the eight analyses across gender and approached significance in three others. These data demonstrate that self-perceptions of physical competence in college students are essentially related to life adjustment, independent of the effects of social desirability and global self-esteem. These links are mainly with perceptions of sport competence in males and with perceptions of physical condition, attractive body, and general physical self-worth in both males and females.

  3. Perfectionism and Self Concept among Primary School Children in Egypt

    ERIC Educational Resources Information Center

    Tofaha, Gamal Al Sayed; Ramon, Patricia Robledo

    2010-01-01

    Introduction: The main purpose of this study is to explore the correlation between dimensions of perfectionism and self-concepts among school aged students in Egypt. Method: Two hundred-eighty four children (fifth and sixth graders) participated in this study. The mean age of the participants was 144.37 months, SD 6.36. Pearson correlation…

  4. Exercise effects on methylation of ASC gene.

    PubMed

    Nakajima, K; Takeoka, M; Mori, M; Hashimoto, S; Sakurai, A; Nose, H; Higuchi, K; Itano, N; Shiohara, M; Oh, T; Taniguchi, S

    2010-09-01

    Chronic moderate exercise has been reported to reduce pro-inflammatory cytokines. To analyze the molecular mechanisms by which training exerts these effects, the epigenetic influences of age and exercise on the ASC gene, which is responsible for IL-1beta and IL-18 secretion, were investigated by ASC gene methylation. Further, the relationship between carcinogenesis and exercise, and methylation of the P15 tumor suppressive gene was also analyzed. High-intensity interval walking exercise, consisting of 3 min low-intensity walking at 40% of peak aerobic capacity followed by a 3 min high-intensity walking period above 70% of peak aerobic capacity, was continued for 6 months. Peripheral blood DNA extracts from young control (n=34), older control (n=153), and older exercise (n=230) groups were then analyzed by pyrosequencing for DNA methylation. Methylation of ASC decreased significantly with age (young control vs. older control, p<0.01), which is indicative of an age-dependent increase in ASC expression. Compared to the older control group, the degree of ASC methylation was higher in the older exercise group (older control vs. older exercise: p<0.01), and presumably lower ASC expression. Neither exercise nor age affected the methylation of the P15. In summary, chronic moderate exercise appears to attenuate the age-dependent decrease in ASC methylation, implying suppression of excess pro-inflammatory cytokines through reduction of ASC expression.

  5. The Intertwined Nature of Adolescents' Social and Academic Lives: Social and Academic Goal Orientations

    ERIC Educational Resources Information Center

    Ben-Eliyahu, Adar; Linnenbrink-Garcia, Lisa; Putallaz, Martha

    2017-01-01

    The relations of academic and social goal orientations to academic and social behaviors and self-concept were investigated among academically talented adolescents (N = 1,218) attending a mastery-oriented academic residential summer program. Results supported context effects in that academic mastery goal orientations predicted academic (in-class…

  6. Self-belief does make a difference: a reciprocal effects model of the causal ordering of physical self-concept and gymnastics performance.

    PubMed

    Marsh, Herbert W; Chanal, Julien P; Sarrazin, Philippe G

    2006-01-01

    A large body of research in support of the reciprocal effects model of causal ordering demonstrates that prior academic self-concept predicts subsequent academic achievement beyond what can be explained in terms of prior achievement. Here we evaluate the generalizability of this support for the reciprocal effects model to a physical activity context in which achievement is reflected in gymnastics skills on a standardized gymnastics performance test evaluated by expert judges. Based on the responses of 376 adolescents collected at the start (T1) and end (T2) of a gymnastics training programme, there is support for a reciprocal effects model in which there are significant paths leading from both T1 gymnastics self-concept to T2 gymnastics skills and from T1 gymnastics skills to T2 self-concept. Although there were gender and age effects (girls and older participants had better gymnastics skills, boys had higher self-concepts), multiple group structural equation models indicated that support for the reciprocal effects model generalized over responses by boys and girls. In summary, self-concept and performance are both determinants and consequences of each other.

  7. Science Self-Concept and Valuing Science: A Cross-Cultural Analysis of Their Relation among Students from Western and East Asian Countries

    ERIC Educational Resources Information Center

    Schütte, Kerstin

    2015-01-01

    Devaluing an academic domain is a potential means of alleviating the psychological discomfort that results from the inconsistency of a low domain-specific self-concept of ability and great value attached to the domain. Such motivated devaluation of a domain is expected to be stronger in cultural contexts that promote a relatively greater focus on…

  8. Gender Differences in Gifted and Average-Ability Students: Comparing Girls' and Boys' Achievement, Self-Concept, Interest, and Motivation in Mathematics

    ERIC Educational Resources Information Center

    Preckel, Franzis; Goetz, Thomas; Pekrun, Reinhard; Kleine, Michael

    2008-01-01

    This article investigates gender differences in 181 gifted and 181 average-ability sixth graders in achievement, academic self-concept, interest, and motivation in mathematics. Giftedness was conceptualized as nonverbal reasoning ability and defined by a rank of at least 95% on a nonverbal reasoning subscale of the German Cognitive Abilities Test.…

  9. Andragogy and Community College Education: An Analysis of the Importance of Enhancing Self-Concept/Self-Esteem in the Nontraditional Student.

    ERIC Educational Resources Information Center

    Meyer, Nancy Billings

    This overview of the characteristics and needs of adult, nontraditional students attending community colleges argues that enhancing the self-concept and self-esteem of adult students fosters and increases their academic success and life chances. After chapter I introduces the issues and defines terms, chapter II provides a literature review…

  10. Physical Activity, Physical Self-Concept, and Health-Related Quality of Life of Extreme Early and Late Maturing Adolescent Girls

    ERIC Educational Resources Information Center

    Cumming, Sean P.; Sherar, Lauren B.; Smart, Joanna E. Hunter; Rodrigues, Aristides M. M.; Standage, Martyn; Gillison, Fiona B.; Malina, Robert M.

    2012-01-01

    In this study we tested for differences in physical activity (PA), physical self-concept, and health-related quality of life (HRQoL) between the least and most biologically mature adolescent females within their respective chronological and academic year groups. A total of 222 British female adolescents aged 10 to 14 years (X[bar] age = 12.7…

  11. Do Teachers' Perceptions of Children's Math and Reading Related Ability and Effort Predict Children's Self-Concept of Ability in Math and Reading?

    ERIC Educational Resources Information Center

    Upadyaya, Katja; Eccles, Jacquelynne

    2015-01-01

    This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their…

  12. I Like to Do It, I'm Able, and I Know I Am: Longitudinal Couplings between Domain-Specific Achievement, Self-Concept, and Interest

    ERIC Educational Resources Information Center

    Denissen, Jaap J. A.; Zarrett, Nicole R.; Eccles, Jacquelynne S.

    2007-01-01

    The longitudinal development of the intraindividual coupling between academic achievement, interest, and self-concept of ability (SCA) was analyzed in a sample of approximately 1,000 children between grades 1 and 12 (ages 6-17). Across all calculated indexes, the average level of coupling was positive. Individuals generally felt competent and…

  13. Eating disorder detection through personality traits and self-concept.

    PubMed

    Sánchez Guarnido, A J; Herruzo Cabrera, F J; Pino Osuna, M J

    2012-12-01

    The current scientific evidence suggests that certain dimensions of the personality and self-concept act as risk factors of eating disorder (ED). However, there is little investigation that explores the different elements involved in both groups of variables together and in an exhaustive way. Our aim is to be able to discriminate between individuals diagnosed with ED and controls free of symptoms according to these personality traits and selfconcept. To accomplish our objective, the Inventory of Eating Disorders 2 (EDI-2), Inventory of Personality NEO Revised (NEO-PI-R) and Self-Concept Form-5 (AF-5) were administered to a sample composed of 69 cases of ED and 89 controls, and an analysis of logistic regression was carried out. The pattern obtained could correctly classify 96.2% of the people diagnosed with ED and, consistent with the previous research, it should work in the same way to detect people at risk of developing ED in the future.

  14. Friendship group identification, multidimensional self-concept, and experience of developmental tasks in adolescence.

    PubMed

    Tarrant, Mark; MacKenzie, Liam; Hewitt, Lisa A

    2006-08-01

    This study applied a social identity perspective to the study of adolescent self-concept and social development. British adolescents aged 14-15 years (N=114) completed a questionnaire which asked them to: (i) rate their degree of identification with a school-based friendship group; (ii) complete a measure of multi-dimensional self-concept; and (iii) report their experiences of a variety of personal, relational and socio-institutional (e.g., achieving economic independence) developmental tasks. Compared to low identifiers, participants who were highly identified with a friendship group reported highest levels of self-esteem; and these differences were most marked in non-academic domains of self. High identifiers also displayed higher levels of general self-esteem and reported more positive experiences of personal and relational developmental tasks. The discussion focuses on the potential benefits to understanding of social developmental processes that can be derived from a consideration of adolescents' subjective appraisals of their peer relations.

  15. STEMing the tide: using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM).

    PubMed

    Stout, Jane G; Dasgupta, Nilanjana; Hunsinger, Matthew; McManus, Melissa A

    2011-02-01

    Three studies tested a stereotype inoculation model, which proposed that contact with same-sex experts (advanced peers, professionals, professors) in academic environments involving science, technology, engineering, and mathematics (STEM) enhances women's self-concept in STEM, attitudes toward STEM, and motivation to pursue STEM careers. Two cross-sectional controlled experiments and 1 longitudinal naturalistic study in a calculus class revealed that exposure to female STEM experts promoted positive implicit attitudes and stronger implicit identification with STEM (Studies 1-3), greater self-efficacy in STEM (Study 3), and more effort on STEM tests (Study 1). Studies 2 and 3 suggested that the benefit of seeing same-sex experts is driven by greater subjective identification and connectedness with these individuals, which in turn predicts enhanced self-efficacy, domain identification, and commitment to pursue STEM careers. Importantly, women's own self-concept benefited from contact with female experts even though negative stereotypes about their gender and STEM remained active.

  16. Relationships among nurses' professional self-concept, health, and lifestyles.

    PubMed

    Hensel, Desiree

    2011-02-01

    According to the American Nurses Association, the entire profession of nursing exists to serve and improve society's health. Thus, to become a nurse, individuals must master a body of knowledge surrounding numerous health aspects. While acquiring the unique knowledge, skills, and values of their profession, nurses form perceptions of personal adequacy in their role, known as professional or nurse self-concept. Given the centrality of health to the profession, it would seem logical that nurses would personally value health and integrate core health behaviors into their professional self-concept and everyday lives. Yet the prevailing evidence leaves in question whether nurses associate their personal health and lifestyles with their professional roles. This article explores the relationships among nurse self-concept, health status, and healthy lifestyle practices in a sample of Midwestern nurses in an attempt to better understand if nurses who integrate healthy behaviors into their everyday lives feel a stronger sense of professional adequacy relative to nurses who do not.

  17. The multidimensional structure of physical self-concept.

    PubMed

    Esnaola, Igor; Infante, Guillermo; Zulaika, Luis

    2011-05-01

    The present study aims to analyze the dimensionality of physical self-concept through confirmatory factor analysis of the AFI questionnaire (Esnaola, 2005; Esnaola & Goñi, 2006) and to compare two models: a) a quadri-dimensional model in which physical self-concept is made up of the sub-domains ability, condition, attractiveness and strength, and, b) a three-factor model in which the items corresponding to ability and condition are grouped together as one factor. The sample consists of 1,259 participants ranging in age from 12 to 84 years old (700 women and 556 men) who were divided into four groups as a function of age: 627 adolescents (12-18 years old), 272 young people (19-30 years old), 248 middle-aged adults (31-49 years old) and 112 people over 55, all living in the Basque Autonomous Region of Spain. The results indicate that the quadri-dimensional model of physical self-concept fits the data better than the three-dimensional model (which showed poor goodness of fit) for the study's total sample, as well as within the male and female sub-samples. Furthermore, the four-factor model was found to be stable throughout adolescence, youth and middle-age, but not for the group of adults over 55.

  18. Predicting Academic Entitlement in Undergraduates

    ERIC Educational Resources Information Center

    Sohr-Preston, Sara; Boswell, Stefanie S.

    2015-01-01

    Academic entitlement (AE) is a common source of frustration for college personnel. This investigation examined predictors (self-concept, academic dishonesty, locus of control, and family functioning) of AE in male and female college students. Academic dishonesty and the interaction between locus of control and family functioning significantly…

  19. Social Psychological Dispositions and Academic Achievement of Inuit and Non-Inuit Students.

    ERIC Educational Resources Information Center

    Clifton, Rodney A.; Roberts, Lance W.

    1988-01-01

    Examines differences between Inuit and non-Inuit students in activism (social attitude), self-concept, and academic achievement. Inuits scored lower in activism and self-concept than non-Inuits. Suggests teachers create personalized classroom environments to positively affect activism and self-concept, and thereby enhancing achievement.…

  20. Self-concept, Communication Apprehension and Self-confrontation: A Relational Study.

    ERIC Educational Resources Information Center

    Newburger, Craig Alan; Daniel, Arlie V.

    A study examined the relationship between the personality constructs of self-concept and communication apprehension and the use of self-confrontation (self-viewing of videotaped speeches) as a potential self-concept enhancement strategy. The question of whether the constructs of self-concept and communication apprehension overlap was investigated…

  1. The Effects of Learning Disabilities on a Child's Self-Concept.

    ERIC Educational Resources Information Center

    Avazian, Karyn Lorraine Wood

    The review of the literature focuses on research assessing the effects of learning disabilities on a child's self-concept. After an introduction, definitions of "learning disabilities" and "self-concept" are offered. The literature on effects of learning disabilities on self-concept in elementary, middle, and high school age children is then…

  2. Self-Concept and Self-Esteem: A Cross-Cultural Perspective.

    ERIC Educational Resources Information Center

    Wood, Melinda

    1991-01-01

    Describes issues of self-concept and self-esteem that arise when people find themselves living in a cross-cultural environment. Discusses Western definition of self-concept and other self-concept models. Discusses self-esteem and integration and adjustment as it relates to bicultural persons. (ABL)

  3. Promoting a Functional Physical Self-Concept in Physical Education: Evaluation of a 10-Week Intervention

    ERIC Educational Resources Information Center

    Schmidt, Mirko; Valkanover, Stefan; Roebers, Claudia; Conzelmann, Achim

    2013-01-01

    Most physical education intervention studies on the positive effect of sports on self-concept development have attempted to "increase" schoolchildren's self-concept without taking the "veridicality" of the self-concept into account. The present study investigated whether a 10-week intervention in physical education would lead…

  4. A Comparison of Self-Concept Between EMR and Non-EMR Students.

    ERIC Educational Resources Information Center

    Crockett, Darlene; Guthrie, Larry F.

    The self-concept of 20 educable mentally retarded (EMR) junior high school boys in special classes was compared to that of 20 non-EMR junior high school boys in regular classes. Two self-concept scales (the Piers-Harris Children's Self Concept Scale and the "How I See Myself" Scale by I. Gordon) were used as measurement instruments. Also collected…

  5. The Assessment of Self Concepts of Educational Achievement by a Criterion Referenced Approach.

    ERIC Educational Resources Information Center

    Norwich, Brahm

    Self-concept ideas can be reformulated and integrated into an objectives oriented model of school learning. Bloom's model (1976) involving mastery learning already incorporates self-concept elements, but needs to be developed theoretically to include norm-referenced as well as criterion-referenced approaches to assessing self-concepts. This…

  6. Relationships between Self-Concept and Resilience Profiles in Young People with Disabilities

    ERIC Educational Resources Information Center

    Suriá Martínez, Raquel

    2016-01-01

    Introduction: The present study aims to identify different profiles in self-concept and resilience. In addition, statistically significant differences in self-concept domains among the profiles previously identified are analyzed. Method: The AF5 Self-Concept Questionnaire ("Cuestionario de Autoconcepto AF5") and the Resilience Scale were…

  7. Domain-Specific Self-Concept in Relation to Traditional and Cyber Peer Aggression

    ERIC Educational Resources Information Center

    Toledano, Shanee; Werch, Brittany L.; Wiens, Brenda A.

    2015-01-01

    Individuals who aggress against others have been described both as having overall low self-concept and as having high, inflated self-concept. The conceptualization of self-concept as domain specific provides an alternate means to resolving this controversy. In this study, 223 middle school students completed self-report measures assessing…

  8. A Primary Self-Concept Scale for Spanish-Surnamed Children, Grades K-4.

    ERIC Educational Resources Information Center

    Leonetti, Robert

    The purpose of this study was to develop a group test of self-concept which is especially applicable to the Spanish-surnamed primary school student. The pilot version of this instrument, the Primary Self-Concept Scale (PSCS), was designed to measure 5 aspects of self-concept which were felt to be relevant to school success: behavior, intellectual,…

  9. Factors Related to the Self-Concept of Institutionalized, White, Male, Adolescent Drug Abusers.

    ERIC Educational Resources Information Center

    Reardon, Barbara; Griffing, Penelope

    1983-01-01

    Examined factors related to the self-concept of institutionalized male drug abusers (N=140). The Tennessee Self Concept Scale, a family questionnaire, and an interview were administered. Results yielded several predictors of self-concept, including parent-adolescent relationship, number of prior status offenses, and preference for nondepressant…

  10. Validity and Reliability of the DeMoulin Self-Concept Developmental Scale for Turkish Preschoolers

    ERIC Educational Resources Information Center

    Turasli, Nalan Kuru

    2014-01-01

    Problem Statement: "Self-concept" is a primary issue of emotional and social development. Though the most important stage in the formation of self-concept is childhood, measuring the development of the self in the preschool period is quite difficult, for the tools used to measure children's self-concept either require the child's knowing…

  11. Early Entrance to College and Self-Concept: Comparisons across the First Semester of Enrollment

    ERIC Educational Resources Information Center

    Shepard, Samuel J.; Nicpon, Megan Foley; Doobay, Alissa F.

    2009-01-01

    This study compared self-report ratings of self-concept before and after the first semester of college among a group of 21 early entrance college students. Results indicated that students maintained their overall level of self-concept following their first semester of college. Mild increases in self-concept were noted in the domains of Physical…

  12. Peer Acceptance and Self-Concept of Students with Disabilities in Regular Education

    ERIC Educational Resources Information Center

    Pijl, Sip Jan; Frostad, Per

    2010-01-01

    This study addresses the relationship between the acceptance of students with disabilities by their peers and their self-concept. Research shows that level of acceptance and self-concept are moderately related. Students with disabilities not accepted by their peers in regular classrooms thus run the risk of developing low self-concept. It is…

  13. Effects of learning to ski on the self-concept of mentally retarded children.

    PubMed

    Simpson, H M; Meaney, C

    1979-07-01

    Changes in the self-concept of TMR children as a function of experience in a physical activity program were evaluated. The self-concept of a group of students was measured before and after participation in a 5-week ski program. A control group received similar pre- and postmeasures of self-concept but did not participate in the ski program. Significant changes in self-concept occurred among students in the experimental but not the control group. Furthermore, the magnitude of success in learning to ski was shown to be positively and significantly correlated with magnitude of change in self-concept.

  14. 77 FR 25168 - Appraisal Subcommittee (ASC); ASC Rules of Operation; Amended

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-27

    ... INSTITUTIONS EXAMINATION COUNCIL Appraisal Subcommittee (ASC); ASC Rules of Operation; Amended AGENCY: Appraisal Subcommittee of the Federal Financial Institutions Examination Council. ACTION: Notice of... , respectively, or by U.S. Mail at Appraisal Subcommittee, 1401 H Street NW., Suite 760, Washington, DC...

  15. Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students

    PubMed Central

    Castejón, Juan L.; Gilar, Raquel; Veas, Alejandro; Miñano, Pablo

    2016-01-01

    The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications. PMID:27729879

  16. Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students.

    PubMed

    Castejón, Juan L; Gilar, Raquel; Veas, Alejandro; Miñano, Pablo

    2016-01-01

    The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications.

  17. Developmental experiences during extracurricular activities and Australian adolescents' self-concept: particularly important for youth from disadvantaged schools.

    PubMed

    Blomfield, Corey J; Barber, Bonnie L

    2011-05-01

    Extracurricular activities provide adolescents with a number of positive personal and interpersonal developmental experiences. This study investigated whether developmental experiences that occurred during extracurricular activities were linked to a more positive self-concept for Australian adolescents, and whether this link was particularly salient for youth from disadvantaged schools. Adolescents (N = 1,504, 56% Female) from 26 diverse high schools across Western Australia were surveyed. The findings revealed that adolescents from low socio-economic status schools who participated in extracurricular activities had a more positive general self-worth and social self-concept than adolescents from similar socio-economic schools who did not participate in any extracurricular activities. Furthermore, the positive developmental experiences that occurred during extracurricular activities predicted a more positive general self-worth and social and academic self-concept, and this link was stronger for youth from low SES schools. These findings suggest that the developmental experiences afforded by extracurricular activities may foster positive adolescent development.

  18. Advanced Stirling Convertor (ASC-E2) Performance Testing at NASA Glenn Research Center

    NASA Technical Reports Server (NTRS)

    Oriti, Salvatore; Wilson, Scott

    2011-01-01

    The National Aeronautics and Space Administration (NASA) Glenn Research Center (GRC) has been supporting development of the Advanced Stirling Radioisotope Generator (ASRG) since 2006. A key element of the ASRG Project is providing life, reliability, and performance testing of the Advanced Stirling Convertor (ASC). For this purpose, four pairs of ASCs capable of operating to 850 C and designated with the model number ASC-E2, were delivered by Sunpower of Athens, Ohio, to GRC in 2010. The ASC-E2s underwent a series of tests that included workmanship vibration testing, performance mapping, and extended operation. Workmanship vibration testing was performed following fabrication of each convertor to verify proper hardware build. Performance mapping consisted of operating each convertor at various conditions representing the range expected during a mission. Included were conditions representing beginning-of-mission (BOM), end-of-mission (EOM), and fueling. This same series of tests was performed by Sunpower prior to ASC-E2 delivery. The data generated during the GRC test were compared to performance before delivery. Extended operation consisted of a 500-hr period of operation with conditions maintained at the BOM point. This was performed to demonstrate steady convertor performance following performance mapping. Following this initial 500-hr period, the ASC-E2s will continue extended operation, controller development and special durability testing, during which the goal is to accumulate tens of thousands of hours of operation. Data collected during extended operation will support reliability analysis. Performance data from these tests is summarized in this paper.

  19. Advanced Stirling Convertor (ASC-E2) Performance Testing at NASA Glenn Research Center

    NASA Technical Reports Server (NTRS)

    Oriti, Salvatore; Wilson, Scott

    2011-01-01

    The National Aeronautics and Space Administration (NASA) Glenn Research Center (GRC) has been supporting development of the Advanced Stirling Radioisotope Generator (ASRG) since 2006. A key element of the ASRG Project is providing life, reliability, and performance testing of the Advanced Stirling Convertor (ASC). For this purpose, four pairs of ASCs capable of operating to 850 C and designated with the model number ASC-E2, were delivered by Sunpower of Athens, OH, to GRC in 2010. The ASC-E2s underwent a series of tests that included workmanship vibration testing, performance mapping, and extended operation. Workmanship vibration testing was performed following fabrication of each convertor to verify proper hardware build. Performance mapping consisted of operating each convertor at various conditions representing the range expected during a mission. Included were conditions representing beginning-of-mission (BOM), end-of-mission (EOM), and fueling. This same series of tests was performed by Sunpower prior to ASC-E2 delivery. The data generated during the GRC test were compared to performance before delivery. Extended operation consisted of a 500-hour period of operation with conditions maintained at the BOM point. This was performed to demonstrate steady convertor performance following performance mapping. Following this initial 500-hour period, the ASC-E2s will continue extended operation, controller development and special durability testing, during which the goal is to accumulate tens of thousands of hours of operation. Data collected during extended operation will support reliability analysis. Performance data from these tests is summarized in this paper.

  20. Supporting the self-concept with memory: insight from amnesia

    PubMed Central

    Verfaellie, Mieke

    2015-01-01

    We investigated the extent to which personal semantic memory supports the self-concept in individuals with medial temporal lobe amnesia and healthy adults. Participants completed eight ‘I Am’ self-statements. For each of the four highest ranked self-statements, participants completed an open-ended narrative task, during which they provided supporting information indicating why the I Am statement was considered self-descriptive. Participants then completed an episodic probe task, during which they attempted to retrieve six episodic memories for each of these self-statements. Supporting information was scored as episodic, personal semantic or general semantic. In the narrative task, personal semantic memory predominated as self-supporting information in both groups. The amnesic participants generated fewer personal semantic memories than controls to support their self-statements, a deficit that was more pronounced for trait relative to role self-statements. In the episodic probe task, the controls primarily generated unique event memories, but the amnesic participants did not. These findings demonstrate that personal semantic memory, in particular autobiographical fact knowledge, plays a critical role in supporting the self-concept, regardless of the accessibility of episodic memories, and they highlight potential differences in the way traits and roles are supported by personal memory. PMID:25964501

  1. Supporting the self-concept with memory: insight from amnesia.

    PubMed

    Grilli, Matthew D; Verfaellie, Mieke

    2015-12-01

    We investigated the extent to which personal semantic memory supports the self-concept in individuals with medial temporal lobe amnesia and healthy adults. Participants completed eight 'I Am' self-statements. For each of the four highest ranked self-statements, participants completed an open-ended narrative task, during which they provided supporting information indicating why the I Am statement was considered self-descriptive. Participants then completed an episodic probe task, during which they attempted to retrieve six episodic memories for each of these self-statements. Supporting information was scored as episodic, personal semantic or general semantic. In the narrative task, personal semantic memory predominated as self-supporting information in both groups. The amnesic participants generated fewer personal semantic memories than controls to support their self-statements, a deficit that was more pronounced for trait relative to role self-statements. In the episodic probe task, the controls primarily generated unique event memories, but the amnesic participants did not. These findings demonstrate that personal semantic memory, in particular autobiographical fact knowledge, plays a critical role in supporting the self-concept, regardless of the accessibility of episodic memories, and they highlight potential differences in the way traits and roles are supported by personal memory.

  2. Self-concept in children with Down syndrome.

    PubMed

    Saha, Sayoni; Doran, Eric; Osann, Kathryn E; Hom, Christy; Movsesyan, Nina; Rosa, Diana D; Tournay, Anne; Lott, Ira T

    2014-08-01

    Self-concept is a critical indicator of quality of life but few studies have examined this subject in children with Down syndrome (DS). In this study, we propose a novel methodology to assess the self-concept of children with DS by analyzing their responses towards two dolls, one with a "typically developing" (TD) appearance and one with the phenotypic features of DS. Fifty-four children with DS participated in play sessions with both dolls and were then interviewed to assess doll preference, resemblance, and attribution of positive qualities. We observed that children with DS: (i) exhibited a preference for the TD doll regardless of age, gender, IQ or self-awareness; (ii) attributed more positive qualities to the TD doll than the DS doll; and (iii) believed that they resembled the TD doll, rather than the more phenotypically accurate representation of themselves. Older participants were more likely to exhibit self-recognition by this technique. These findings contribute to current understandings of how people with DS view themselves and their disability.

  3. Self-concept clarity across adolescence: longitudinal associations with open communication with parents and internalizing symptoms.

    PubMed

    Van Dijk, Marloes P A; Branje, Susan; Keijsers, Loes; Hawk, Skyler T; Hale, William W; Meeus, Wim

    2014-11-01

    Higher self-concept clarity is related to several adjustment indices and may be promoted by open communication with parents, while problems with self-concept clarity development could enhance internalizing problems (i.e., depressive and anxiety symptoms) in adolescence. This longitudinal study examined linkages between self-concept clarity, adolescents' open communication with parents, and adolescent depressive and anxiety symptoms. Dutch youths (N = 323; 51.1 % girls; mean age Time 1 = 13.3 years) reported on these constructs over four consecutive annual measurements. Concurrent positive links between open communication and self-concept clarity were found at Time 1. Over time, higher levels of open communication with parents predicted higher self-concept clarity only in middle adolescence (mean age between 14 and 15 years). We also found concurrent associations between self-concept clarity and both depressive and anxiety symptoms. Longitudinally, lower self-concept clarity predicted relatively higher levels of depressive symptoms across all waves, and also higher anxiety levels from Time 1 to Time 2. Conversely, higher levels of anxiety also predicted lower levels of self-concept clarity during the first three waves. Self-concept clarity did not mediate the longitudinal associations between open communication and internalizing symptoms. This study is one of the first to investigate self-concept clarity across adolescence. It highlights the possible importance of both anxiety symptoms and communication with parents in understanding the development of a clear self-concept, and demonstrates an association between lower self-concept clarity and higher levels of later depressive and anxiety symptoms.

  4. Women, Physical Activity, and Quality of Life: Self-concept as a Mediator.

    PubMed

    Gonzalo Silvestre, Tamara; Ubillos Landa, Silvia

    2016-02-22

    The objectives of this research are: (a) analyze the incremental validity of physical activity's (PA) influence on perceived quality of life (PQL); (b) determine if PA's predictive power is mediated by self-concept; and (c) study if results vary according to a unidimensional or multidimensional approach to self-concept measurement. The sample comprised 160 women from Burgos, Spain aged 18 to 45 years old. Non-probability sampling was used. Two three-step hierarchical regression analyses were applied to forecast PQL. The hedonic quality-of-life indicators, self-concept, self-esteem, and PA were included as independent variables. The first regression analysis included global self-concept as predictor variable, while the second included its five dimensions. Two mediation analyses were conducted to see if PA's ability to predict PQL was mediated by global and physical self-concept. Results from the first regression shows that self-concept, satisfaction with life, and PA were significant predictors. PA slightly but significantly increased explained variance in PQL (2.1%). In the second regression, substituting global self-concept with its five constituent factors, only the physical dimension and satisfaction with life predicted PQL, while PA ceased to be a significant predictor. Mediation analysis revealed that only physical self-concept mediates the relationship between PA and PQL (z = 1.97, p < .050), and not global self-concept. Physical self-concept was the strongest predictor and approximately 32.45 % of PA's effect on PQL was mediated by it. This study's findings support a multidimensional view of self-concept, and represent a more accurate image of the relationship between PQL, PA, and self-concept.

  5. Achievement in physical education and self-concept of Greek students in grades 5 and 6.

    PubMed

    Kanioglou, Aggelos

    2008-08-01

    This study investigated the relationship between rated achievement in physical education (low, medium, high) and specific domains of self-concept on the Self-Perception Profile for Children of 303 students in Grades 5 and 6 (M age = 10.9 yr., SD = 0.7). Analysis of variance yielded statistically significant differences between achievement groups on all domains of self-concept except Behavioral Conduct. Students with lower rated achievement in physical education had lower scores on self-concept domains.

  6. The effect of altering self-descriptive behavior on self-concept and classroom behavior.

    PubMed

    Lane, J; Muller, D

    1977-09-01

    This research examined the impact of operant reinforcement of positive self-descriptive behavior on the self-concepts and classroom behavior of 60 fifth-grade students. Three groups of 10 male and 10 female low self-concept students wrote a series of eight essays describing their school performance. The first group (P) received written reinforcement for positive self-descriptions of their school performance. The second group (G) received an equal number of reinforcements for general statements. The third group (C) received no reinforcement for written statements. Three areas of self-concept were measured with the Primary Self-Concept Inventory: personal-self, social-self, and intellectual-self. A frequency count was also made of nine classroom behaviors thought to be influenced by self-concept. The P group displayed increases in the frequency of positive self-descriptive statement and in intellectual self-concept but no changes in personal self-concept, social self-concept, or the nine classroom behaviors. The G and C groups showed no change in self-description, self-concept, or the nine classroom behaviors.

  7. Self-concept, self-esteem, gender, race, and information technology use.

    PubMed

    Jackson, Linda A; Zhao, Yong; Witt, Edward A; Fitzgerald, Hiram E; von Eye, Alexander; Harold, Rena

    2009-08-01

    This research addressed two fundamental questions regarding self-concept, self-esteem, gender, race, and information technology use. First, is technology use related to dimensions of self-concept and/or to self-esteem? Second, are there gender and/or race differences in self-concept, self-esteem, and technology use? Five hundred youth, average age 12 years old, one third African American and two thirds Caucasian American, completed multidimensional measures of self-concept, the Rosenberg Self-Esteem scale, and measures of frequency of Internet use, Internet use for communication (e-mail and instant messaging), video game playing, and cell phone use. Findings indicated that technology use predicted dimensions of self-concept and self-esteem, with video game playing having a negative influence and Internet use having a positive influence on self-concept dimensions. Gender differences were observed on several self-concept dimensions, but contrary to expectations, girls did not score higher than boys in social self-concept. Only one race difference was observed: African Americans had lower behavioral self-concept than did Caucasian Americans. Implications of the benefits and liabilities of youth's current and projected technology use are discussed.

  8. “To be or not to be Retained … That’s the Question!” Retention, Self-esteem, Self-concept, Achievement Goals, and Grades

    PubMed Central

    Peixoto, Francisco; Monteiro, Vera; Mata, Lourdes; Sanches, Cristina; Pipa, Joana; Almeida, Leandro S.

    2016-01-01

    Keeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine

  9. "To be or not to be Retained … That's the Question!" Retention, Self-esteem, Self-concept, Achievement Goals, and Grades.

    PubMed

    Peixoto, Francisco; Monteiro, Vera; Mata, Lourdes; Sanches, Cristina; Pipa, Joana; Almeida, Leandro S

    2016-01-01

    Keeping students back in the same grade - retention - has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine students

  10. Advanced Stirling Convertor (ASC) Development for NASA RPS

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Wilson, Scott; Collins, Josh

    2014-01-01

    Sunpower's Advanced Stirling Convertor (ASC) initiated development under contract to the NASA Glenn Research Center (GRC) and after a series of successful demonstrations, the ASC began transitioning from a technology development project to flight development project. The ASC has very high power conversion efficiency making it attractive for future Radioisotope Power Systems (RPS) in order to make best use of the low plutonium-238 fuel inventory in the U.S. In recent years, the ASC became part of the NASA-Department of Energy Advanced Stirling Radioisotope Generator (ASRG) Integrated Project. Sunpower held two parallel contracts to produce ASC convertors, one with the Department of Energy/Lockheed Martin to produce the ASC-F flight convertors, and one with NASA GRC for the production of ASC-E3 engineering units, the initial units of which served as production pathfinders. The integrated ASC technical team successfully overcame various technical challenges that led to the completion and delivery of the first two pairs of flight-like ASC-E3 by 2013. However, in late Fall 2013, the DOE initiated termination of the Lockheed Martin ASRG flight development contract driven primarily by budget constraints. NASA continues to recognize the importance of high efficiency ASC power conversion for RPS and continues investment in the technology including the continuation of ASC-E3 production at Sunpower and the assembly of the ASRG Engineering Unit #2. This paper provides a summary of ASC technical accomplishments, overview of tests at GRC, plans for continued ASC production at Sunpower, and status of Stirling technology development.

  11. Self-Concept Orientations and Modeling Observations of Delinquent Males through Talk/Film Sessions.

    ERIC Educational Resources Information Center

    Gill, Walter Arthur

    This study investigated the effects of viewing motion picture films depicting black models with accompanying discussions upon the self concept of delinquent males. The various dimensions of the self concept observed were esteem; social interest; identification with mother, father, teacher, friend; group identification; group identification with…

  12. Impact of an Adlerian Based Pretrial Diversion Program: Self Concept and Dissociation

    ERIC Educational Resources Information Center

    Norvell, Jeanell J.

    2010-01-01

    Clients' self concepts and dissociative experiences were examined to determine the impact of an Adlerian based pretrial diversion program. Clients completing the program displayed a significant change in self concepts and dissociative experiences. A repeated measures multivariate analysis of variance indicated a 35% change, made up of the…

  13. The Parental Self-Concept: A Theoretical Exploration and Practical Application.

    ERIC Educational Resources Information Center

    Partridge, Susan E.

    This article reviews selected literature on the parental self-concept and then provides a definition of the term. In addition, it theoretically explores the concept and then applies it to psychotherapeutic work with parents. Specifically it illustrates how a clinician's understanding of the parental self-concept can facilitate therapeutic change…

  14. Adolescents and Music Media: Toward an Involvement-Mediational Model of Consumption and Self-Concept

    ERIC Educational Resources Information Center

    Kistler, Michelle; Rodgers, Kathleen Boyce; Power, Thomas; Austin, Erica Weintraub; Hill, Laura Griner

    2010-01-01

    Using social cognitive theory and structural regression modeling, we examined pathways between early adolescents' music media consumption, involvement with music media, and 3 domains of self-concept (physical appearance, romantic appeal, and global self-worth; N=124). A mediational model was supported for 2 domains of self-concept. Music media…

  15. The Self-Concept and Conjugal Loss: Evidence for Structural Change

    ERIC Educational Resources Information Center

    Montpetit, Mignon A.; Bergeman, C. S.; Bisconti, Toni L.

    2010-01-01

    The self-concept is often considered to be a personal resource that individuals may use to cope with life stressors, but little is known about how this entity might itself change in response to profound stress. The present study examines structural change in self-concept following conjugal loss in later life. Analyses were conducted on data…

  16. The Development and Validation of the Physical Self-Concept Scale for Older Adults

    ERIC Educational Resources Information Center

    Hsu, Ya-Wen; Lu, Frank Jing-Horng

    2013-01-01

    Physical self-concept plays a central role in older adults' physical health, mental health and psychological well-being; however, little attention has been paid to the underlying dimensions of physical self-concept in the elderly. The purpose of this study was to develop and validate a new measurement for older adults. First, a qualitative study…

  17. Masculinity, Femininity and Androgyny: Their Relations to Multiple Dimensions of Self-Concept.

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Smith, Ian

    Masculinity (M) and Femininity (F) were related to multiple dimensions of self-concept for responses from 962 high school students. Androgyny theory predicts that F, as well as M, will contribute positively and uniquely to self-concept, but previous research has typically found that the contribution of F is nil or even negative after controlling…

  18. Structure of Physical Self-Concept: Elite Athletes and Physical Education Students.

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; And Others

    1997-01-01

    The Physical Self-Description Questionnaire (PSDQ) was administered to 1,514 elite athletes and nonelite high school students. Physical self-concept was higher for the elite athletes, but gender differences were smaller in this group. Results support the usefulness of the PSDQ and extend understanding of self-concept in school settings. (SLD)

  19. Exploring Critical Factors of Self Concept among High Income Community College Graduates

    ERIC Educational Resources Information Center

    Rasul, Mohamad Sattar; Nor, Ahmad Rosli Mohd; Amat, Salleh; Rauf, Rose Amnah Abdul

    2015-01-01

    This study was undertaken to explore the critical factors influencing the self-concept of community college graduates in the development of their careers. Individuals with a positive self-concept are often associated with a good career choices and a well-panned career development path. Hence community college students should be girded with a…

  20. Self Concepts and Racial Attitudes of Northern and Southern Black Preschool Children.

    ERIC Educational Resources Information Center

    McAdoo, Harriette Pipes

    This study attempts to view some of the historical and social factors that may affect the development of self concepts and racial attitudes of black children in a Northern and Southern environment, and to examine the differential effect of growing up in a female-headed household on the relationship between the self concept and racial attitudes of…

  1. Perceived Social Support and the Self-Concepts of Gifted Adolescents

    ERIC Educational Resources Information Center

    Rinn, Anne N.; Reynolds, Marilyn J.; McQueen, Kand S.

    2011-01-01

    This study investigated the relationship between perceived social support and the multidimensional self-concepts of gifted adolescents. Participants included 217 gifted students who had completed grades 5 through 10 and were attending a summer program for the gifted. Self-concept was measured using the Self-Description Questionnaire II (SDQ-II; H.…

  2. Fostering Self-Concept and Interest for Statistics through Specific Learning Environments

    ERIC Educational Resources Information Center

    Sproesser, Ute; Engel, Joachim; Kuntze, Sebastian

    2016-01-01

    Supporting motivational variables such as self-concept or interest is an important goal of schooling as they relate to learning and achievement. In this study, we investigated whether specific interest and self-concept related to the domains of statistics and mathematics can be fostered through a four-lesson intervention focusing on statistics.…

  3. The Impact of Divorce and Subsequent Father Absence on Children's and Adolescents' Self-Concepts.

    ERIC Educational Resources Information Center

    Parish, Thomas S.; Taylor, James C.

    1979-01-01

    Over 400 students, grades 3-8, who had experienced father loss through divorce and whose mothers had not remarried demonstrated significantly lower self-concepts than those who were from intact families. Students whose mothers had remarried had slightly lower self-concepts than those from intact families. (Author/CP)

  4. The Effects of a Museum Art Program on the Self-Concept of Children

    ERIC Educational Resources Information Center

    Kaufman, Ryan; Rinehardt, Eric; Hine, Hank; Wilkinson, Berney; Tush, Peter; Mead, Bethany; Fernandez, Francisco

    2014-01-01

    Research suggests that art programs have positive therapeutic effects on children, including improved self-concept. This pretest/posttest intervention study examined changes in self-concept in children (N = 176) who participated in an art program at the Dalí Museum in St. Petersburg, Florida. Results indicated significant, positive increases in…

  5. Self-concept, Adjustment to Blindness, and Quality of Friendship among Adolescents with Visual Impairments

    ERIC Educational Resources Information Center

    Lifshitz, Hefziba; Hen, Irit; Weisse, Izhak

    2007-01-01

    The self-concept and quality of friendship of 40 adolescents with visual impairments (20 in public schools and 20 in a residential school) were compared to those of 41 sighted adolescents. The findings indicate a similar self-concept profile for sighted adolescents and adolescents with visual impairments, although the scores of the participants…

  6. The Self-Concept of Spanish Young Adults with Retinitis Pigmentosa

    ERIC Educational Resources Information Center

    Lopez-Justicia, Maria Dolores; Cordoba, Inmaculada Nieto

    2006-01-01

    Retinitis pigmentosa (RP) is a degenerative disease of the retina that causes the severe impairment of visual functioning similar to low vision, leading, in many cases, to blindness. Because the construct of self-concept plays a key role in personality, this study was designed to measure self-concept in a group of young adults with RP. The…

  7. The Effect of Weight Training on the Self-Concept of Male Undergraduates.

    ERIC Educational Resources Information Center

    James, Richard; And Others

    From ancient times, physical exercise has been linked to good mental health and positive self-concepts. To investigate the effects of weight training on self-concept, 62 college males participated in a one semester (40 hours) weight training, physical education course. Subjects were pre- and post-tested on subscales of the Tennessee Self Concept…

  8. Self Concept: Learning Disabled vs. Non-Learning Disabled College Students.

    ERIC Educational Resources Information Center

    Flom, Barbara

    Learning disabled (LD) (N=16) and non-learning disabled (non-LD) (N=16) college students completed the Tennessee Self-Concept Scale and were compared with regard to various aspects of self-concept. Mean scores of LD students were higher than those of non-LD subjects on the overall scale and all eight subscales, but differences between group means…

  9. Using Self-Concept Subscales in Predicting Career Maturity for Race and Sex Subgroups.

    ERIC Educational Resources Information Center

    Pound, Ronald E.

    1978-01-01

    A further understanding of the relationship between self-concept, race, or sex and career maturity was sought. The results indicated that self-concept seems to have differential impact on career maturity, depending on the race and sex of the participant. (Author)

  10. Mapping Changes in Students' English and Math Self-Concepts: A Latent Growth Model Study

    ERIC Educational Resources Information Center

    King, Ronnel B.; McInerney, Dennis M.

    2014-01-01

    The aims of this study were to examine changes in students' English and math self-concepts and to investigate the effects of gender and school ability level on these changes. Self-concept in English and math were measured thrice across three years among a sample of 2618 secondary school students from Hong Kong. Gender and school ability level were…

  11. Study on Correlation of English Pronunciation Self-Concept to English Learning

    ERIC Educational Resources Information Center

    Tang, Xin; Zhang, Shengqi; Li, Yucong; Zhao, Miqiang

    2013-01-01

    English pronunciation self-concept is formed in the process of pronunciation learning, which refers to the learners' self-conception and assessment of one's English pronunciation proficiency and pronunciation (Gimson, A. C. 1980). This paper reports an investigation on 237 non-English major college students into the relationship between English…

  12. Clinical Correlates and Mediators of Self-Concept in Youth with Chronic Tic Disorders.

    PubMed

    Hanks, Camille E; McGuire, Joseph F; Lewin, Adam B; Storch, Eric A; Murphy, Tanya K

    2016-02-01

    This study investigated the clinical correlates and mediators of self-concept in youth with Chronic Tic Disorders (CTD). Ninety-seven youth aged 6-17 (M = 11.1 ± 2.89; 79.4 % male) with CTD were administered the Yale Global Tic Severity Scale, the Piers-Harris Children's Self-Concept Scale-Second Edition, and self-report and clinician-administered measures assessing behavioral and psychological difficulties and comorbid conditions. Youth with CTD had a slightly below average level of self-concept, with 20 % (n = 19) exhibiting low self-concept. Youth with CTD-only had greater self-concept relative to youth with CTD and obsessive-compulsive disorder (OCD) (p = 0.04) or CTD, OCD, and attention deficit hyperactivity disorder (ADHD) combined (p = 0.009). Medium-to-large-sized associations were observed between youth's self-concept and clinical characteristics (e.g., severity of ADHD, OCD and depressive symptoms). Youth's self-concept partially mediated the relationship between tic severity and depressive symptom severity, and the interaction between tic impairment and youth's reliance on avoidant coping strategies moderated youth's self-concept. Implications, limitations, and recommendations for future interventions are discussed.

  13. Effects of a Tall Ship Sail Training Experience on Adolescents' Self-Concept

    ERIC Educational Resources Information Center

    Capurso, Michele; Borsci, Simone

    2013-01-01

    This study investigates the impact of a sail training education programme on the self-concept of a group of 147 adolescents. The Competence and Social domains of Bracken's self-concept scale were assessed by a quasi-experimental design in three phases: before commencement of the activities, on the last day of the voyage, and three months after…

  14. Friendship Patterns and Self-Concept Development in Pre-Adolescent Males.

    ERIC Educational Resources Information Center

    Mannarino, Anthony P.

    The theoretical perspective of Sullivan proposes that during preadolescence, a "chum" relationship increases a child's sense of self-worth. Subjects were 60 male sixth graders, with an equal number in the chumship and non-chumship groups. Self-concept was measured with the Piers-Harris Children's Self-Concept Scale. The results show that…

  15. Effect of Weight Training on Self-Concept: A Profile of Those Influenced Most.

    ERIC Educational Resources Information Center

    Tucker, Larry A.

    1983-01-01

    A study was conducted to: (1) determine the effect of a four-month weight training program on college males' self-concepts; and (2) identify the types, in terms of extroversion, neuroticism, body cathexis, somatotype, and muscular strength, who benefit most. Training generally favorably affected self-concept. (Author/PP)

  16. The Self-Concept of Siblings of Handicapped Children--An Exploratory Study.

    ERIC Educational Resources Information Center

    Dyson, Lily L.; Edgar, Eugene

    The study compared the self-concepts of siblings of handicapped children with norms and examined mediators for this personality variable. Thirty-four siblings of handicapped children (2-15 years old) from the United States and Canada completed a children's self-concept scale while their parents filled out two questionnaires: one on parental…

  17. Friendship Group Identification, Multidimensional Self-Concept, and Experience of Developmental Tasks in Adolescence

    ERIC Educational Resources Information Center

    Tarrant, Mark; MacKenzie, Liam; Hewitt, Lisa A.

    2006-01-01

    This study applied a social identity perspective to the study of adolescent self-concept and social development. British adolescents aged 14-15 years (N=114) completed a questionnaire which asked them to: (i) rate their degree of identification with a school-based friendship group; (ii) complete a measure of multi-dimensional self-concept; and…

  18. Administering Self-Concept Interventions in Schools: No Training Necessary? A Meta-Analysis

    ERIC Educational Resources Information Center

    O'Mara, Alison J.; Green, Jasmine; Marsh, Herbert W.

    2006-01-01

    A meta-analysis of 105 studies reporting 152 self-concept interventions in school settings was conducted. The aims of the study were twofold: to explore the construct validity approach to self-concept interventions, and to examine aspects of the administration of the interventions, namely treatment setting, administrator type, administrator…

  19. Clinical Correlates and Mediators of Self-Concept in Youth with Chronic Tic Disorders

    PubMed Central

    Hanks, Camille E.; McGuire, Joseph F.; Lewin, Adam B.; Storch, Eric A.

    2015-01-01

    This study investigated the clinical correlates and mediators of self-concept in youth with Chronic Tic Disorders (CTD). Ninety-seven youth aged 6–17 (M = 11.1 ± 2.89; 79.4 % male) with CTD were administered the Yale Global Tic Severity Scale, the Piers-Harris Children’s Self-Concept Scale—Second Edition, and self-report and clinician-administered measures assessing behavioral and psychological difficulties and comorbid conditions. Youth with CTD had a slightly below average level of self-concept, with 20 % (n = 19) exhibiting low self-concept. Youth with CTD-only had greater self-concept relative to youth with CTD and obsessive–compulsive disorder (OCD) (p = 0.04) or CTD, OCD, and attention deficit hyperactivity disorder (ADHD) combined (p = 0.009). Medium-to-large-sized associations were observed between youth’s self-concept and clinical characteristics (e.g., severity of ADHD, OCD and depressive symptoms). Youth’s self-concept partially mediated the relationship between tic severity and depressive symptom severity, and the interaction between tic impairment and youth’s reliance on avoidant coping strategies moderated youth’s self-concept. Implications, limitations, and recommendations for future interventions are discussed. PMID:25791488

  20. Differences in Self-Concept and Locus of Control among Women Who Seek Abortions.

    ERIC Educational Resources Information Center

    Thompson, Linda V.; Robinson, Sharon E.

    1986-01-01

    Three groups of women who varied in abortion status were formed to investigate the self-concept and locus of control of a total of 90 women. No significant differences in self-concept were found among the three groups, nor was there a relationship between locus of control and repeated abortion. (Author/ABB)

  1. Paranoia and self-concepts in psychosis: a systematic review of the literature.

    PubMed

    Tiernan, Bridget; Tracey, Rebecca; Shannon, Ciaran

    2014-05-30

    The purpose of the present study was to review systematically, research exploring the relationship between self-concepts and paranoia in psychosis. A literature search was performed by two independent raters in relevant databases (MedLine, PsychInfo and Web of Science) and articles meeting the inclusion criteria were cross-referenced. Following scrutiny according to inclusion criteria, 18 studies were selected for review. A narrative synthesis of findings, in which methodological variability is discussed, is presented relative to three key areas: the nature of the relationship between paranoia and self-concepts; the association between paranoia and discrepancies in self-concepts; the nature of the relationship between paranoia and self-concepts when other, dimensional aspects of these constructs are taken into account. The systematic literature review indicated relatively consistent findings, that paranoia is associated with more negative self-concepts when measured cross-sectionally. Results are somewhat more mixed in regards to research on paranoia and self-concept discrepancies. Studies investigating dimensional aspects of self-concepts and paranoia yield findings of particular interest, especially in regards to the association indicated between instability of self-concepts and paranoia. Limitations in research and of the present systematic review are discussed. Clinical and theoretical implications of findings are outlined and possible directions for future research are suggested.

  2. Self-Concept and Career Orientation Developmental Patterns during the College Years.

    ERIC Educational Resources Information Center

    Smart, John C.; And Others

    Changes in the self-concept and career orientation of 10,759 members of a nationally representative sample of high school graduates was studied over 7 years. Objectives were to determine: (1) the degree to which changes in adolescents' self-concept and career attitudes were related to their level of involvement in postsecondary education; and (2)…

  3. Self-concepts of Students and A Significant Other, the Teacher

    ERIC Educational Resources Information Center

    Edeburn, Carl E.; Landry, Richard G.

    1974-01-01

    Evidence resulting from a test for a relationship between a teacher's self-acceptance and students' self-concept suggests that the selection of self-accepting teachers at the elementary level is critical to the development of children's self-concept. (Author/KM)

  4. The Stability of Self-Concept between Elementary and Junior High School in Catholic School Children

    ERIC Educational Resources Information Center

    Scott, Amy; Santos de Barona, Maryann

    2011-01-01

    Researchers have found that self-concept in students fluctuates during times of change, such as the physical transition between elementary school and junior high. Since Catholic school students typically do not have the physical transition or social network changes in junior high, it was hypothesized that their self-concepts would not fluctuate.…

  5. Reading self-concept and Arab-American students: a three-year study.

    PubMed

    Alkhateeb, Haitham M; Abushihab, Eiman F

    2008-02-01

    Data were collected over a 3-yr. period from 110 Arab-American students, 38 boys and 72 girls, whose ages ranged between 9 and 12 years (M = 10.6 yr., SD = 1.1) and who were living in the USA and attending a private Arabic/Islamic weekend Sunday school. A self-report questionnaire, the Reading Self-concept scale of the Self-description Questionnaire, measuring students' perceptions of their reading self-concept was translated from English to Arabic and administered on the present sample in both languages. Although these students scored high on both versions, analysis showed that they scored significantly higher on the English reading self-concept than the Arabic reading self-concept. The English and Arabic reading self-concepts were highly correlated. Results were discussed in terms of providing appropriate reading programs for especially the boys, parents' education and expectations, and the Quran.

  6. Self-concept evaluation and migraine without aura in childhood

    PubMed Central

    Esposito, Maria; Gallai, Beatrice; Parisi, Lucia; Castaldo, Laura; Marotta, Rosa; Lavano, Serena Marianna; Mazzotta, Giovanni; Roccella, Michele; Carotenuto, Marco

    2013-01-01

    Introduction Self-esteem is related to the broadly understood concept of self-schemas and is a crucial mechanism for a correct psychological development in children and adolescents. The impact of the many psychological difficulties linked to the migraine without aura (MoA) and recurrent headache attacks, such as anger and separation anxiety, on self-esteem has not yet been well investigated. The aims of the present study were to assess self-esteem levels in an objective way and to verify their possible relationship and correlation with the frequency and intensity of migraine attacks, in a population of children and adolescents affected by MoA. Methods The study population was comprised of 185 children (88 males [M],97 females [F]) aged between 6 and 12 years (mean 9.04 ± 2.41 years) referred consecutively for MoA to the Center for Childhood Headache, Clinic of Child and Adolescent Neuropsychiatry, Second University of Naples and of 203 healthy controls (95 M, 108 F) with mean age 9.16 ± 2.37 years, recruited from schools in Campania. The monthly headache frequency and the mean headache duration were assessed from daily headache diaries kept by all the children, and MoA intensity was assessed on a VAS (visual analog scale). To further evaluate their level of self-concept, all subjects filled out the Multidimensional Self-Concept Scale (MSCS). Results The two study groups were comparable for age (P = 0.621), sex (P = 0.960), and z-score BMI (P = 0.102). The MoA group showed a significant reduction in the MSCS total score (P < 0.001) and in the Social (P < 0.001), Affect (P < 0.001), Family (P < 0.001), and Physical (P < 0.001) domains of the MSCS compared with the control group. The Pearson’s correlation analysis showed a significantly negative relationship between MoA clinical characteristics and MSCS scores, and similarly the frequency of attacks was significantly negatively related with the Social (r = −0.3176; P < 0.001), Competence (r = −0.2349; P = 0

  7. ASC contributes to metastasis of oral cavity squamous cell carcinoma

    PubMed Central

    OuYang, Chun-Nan; Kao, Huang-Kai; Hsueh, Chuen; Chen, Lih-Chyang; Cheng, Hsiao-Yun; Liang, Ying; Liou, Willisa; Liang, Chih-lung; Chang, Yu-Sun

    2016-01-01

    ASC (Apoptosis-associated Speck-like protein containing a CARD) acts as a platform protein in the inflammasome cascade of some cancer types. However, its potential involvement in OSCC (oral cavity squamous cell carcinoma) has not yet been determined. Here, we investigated the potential role of ASC in OSCC. RT-qPCR analysis of 20 paired tumor and adjacent normal tissue samples revealed that the mRNA levels of ASC, along with IL-1β, CASP1, and NLRP3 in ASC-associated NLRP3 inflammasome were significantly elevated in OSCC tissues. Immunohistochemical staining of these four proteins in 111 clinical specimens revealed that high-level expression of ASC was significantly associated with tumor stage, node stage (p=0.001), overall stage (p<0.001), extracapsular spread (p<0.001), perineural invasion (p=0.004) and tumor depth (p<0.001). Kaplan-Meier survival analysis further revealed that high-level ASC expression was correlated with poorer overall survival (p=0.001), disease-specific survival (p<0.001) and disease-free survival (p<0.001). Studies using OSCC cell lines indicated that high-level ASC expression enhanced cell migration and invasion, and experiments using an orthotropic nude mouse model confirmed that ASC overexpression induced metastasis of OSCC cells. This is the first report to show that ASC contributes to OSCC metastasis, and that high-level ASC expression is a marker for poor prognosis in OSCC patients. PMID:27367024

  8. ASC deficiency suppresses proliferation and prevents medulloblastoma incidence.

    PubMed

    Knight, E R W; Patel, E Y; Flowers, C A; Crowther, A J; Ting, J P; Miller, C R; Gershon, T R; Deshmukh, M

    2015-01-15

    Apoptosis-associated speck-like protein containing a caspase recruitment domain (ASC) is silenced by promoter methylation in many types of tumors, yet ASC's role in most cancers remains unknown. Here, we show that ASC is highly expressed in a model of medulloblastoma, the most common malignant pediatric brain cancer; ASC is also expressed in human medulloblastomas. Importantly, while ASC deficiency did not affect normal cerebellar development, ASC knockout mice on the Smoothened (ND2:SmoA1) transgenic model of medulloblastoma exhibited a profound reduction in medulloblastoma incidence and a delayed tumor onset. A similar decrease in tumorigenesis with ASC deficiency was also seen in the hGFAP-Cre:SmoM2 mouse model of medulloblastoma. Interestingly, hyperproliferation of the external granule layer (EGL) was comparable at P20 in both wild-type and ASC-deficient SmoA1 mice. However, while the apoptosis and differentiation markers remained unchanged at this age, proliferation makers were decreased, and the EGL was reduced in thickness and area by P60. This reduction in proliferation with ASC deficiency was also seen in isolated SmoA1 cerebellar granule precursor cells in vitro, indicating that the effect of ASC deletion on proliferation was cell autonomous. Interestingly, ASC-deficient SmoA1 cerebella exhibited disrupted expression of genes in the transforming growth factor-β pathway and increased level of nuclear Smad3. Taken together, these results demonstrate an unexpected role for ASC in Sonic hedgehog-driven medulloblastoma tumorigenesis, thus identifying ASC as a promising novel target for antitumor therapy.

  9. Self-concept clarity and religious orientations: prediction of purpose in life and self-esteem.

    PubMed

    Błażek, Magdalena; Besta, Tomasz

    2012-09-01

    The present study concerns the relationship between self-concept clarity, religiosity, and well-being, as well as the mediating influence of religiosity on the relationship between self-concept clarity and sense of meaning in life and self-esteem. Self-concept clarity was found to be a significant predictor of sense of meaning in life and self-esteem; intrinsic religious orientation was found to be a predictor of sense of meaning in life, while the quest religious orientation was a predictor for self-esteem. The cross-products of self-concept clarity and intrinsic religious orientation were found to be related to the sense of purpose in life, which would point to religiosity being a mediator of the relationship between self-concept clarity and sense of purpose in life. The cross-products of self-concept clarity and quest religious orientation were found to be a predictor of self-esteem, which indicates a mediating effect of this religious orientation in the relationship of self-concept clarity and self-esteem.

  10. Impact of Self-concept on Preschoolers’ Dental Anxiety and Behavior

    PubMed Central

    Erfanparast, Leila; Vafaei, Ali; Sohrabi, Azin; Ranjkesh, Bahram; Bahadori, Zahra; Pourkazemi, Maryam; Dadashi, Shabnam; Shirazi, Sajjad

    2015-01-01

    Background and aims. Different factors affect children’s behavior during dental treatment, including psychological and behavioral characteristics. The aim of this study was to evaluate the correlation of self-concept on child’s anxiety and behavior during dental treatment in 4 to 6-year-old children. Materials and methods. A total of 235 preschoolers aged 4 to 6 years were included in this descriptive analytic study. Total self-concept score for each child was assessed according to Primary Self-concept Scale before dental treatment. Child’s anxiety and child’s behavior were assessed, during the restoration of mandibular primary molar, using clinical anxiety rating scale and Frankl Scale, respectively. Spearman’s correlation coefficient was used to evaluate the correlation between the total self-concept score with the results of clinical anxiety rating scale and Frankl Scale. Results. There was a moderate inverse correlation between the self-concept and clinical anxiety rating scale scores (r = -0.545, P < 0.001), and a moderate correlation between the self-concept and child’s behavior scores (r = 0.491, P < 0.001). A strong inverse relation was also found between the anxiety and behavior scores (r = -0.91, P < 0.001). Conclusion. Children with higher self-concept had lower anxiety level and better behavioral feedback during dental treatment. PMID:26697152

  11. [Relationship between body weight status and self-concept in schoolchildren].

    PubMed

    Gálvez Casas, Arancha; Rodríguez García, Pedro L; Rosa Guillamón, Andrés; García-Cantó, Eliseo; Pérez-Soto, Juan J; Tarraga Marcos, Loreto; Tarraga López, Pedro

    2014-11-30

    Body weight status has been linked to other health parameters. The aim of this study was to evaluate the relationship between body weight status and self-concept in a sample of 216 students (9.26 ± 1.26 years) from schools of the Southeast of Spain. BMI (Body-mass index) was used to evaluate the body weight status. Subjects were classified into normal weight, overweight and obesity according to international standards. The six dimensions of self-concept (intellectual, behavioral, physical, lack of anxiety, social and life satisfaction) were assessed using the Piers-Harris Self-Concept Scale. The results showed significant associations between BMI and intellectual self-concept, life satisfaction, global self-concept and physical self. Subjects categorized as overweight or obese were those who showed lower scores on the self-concept scale. Interventions focused on improving the body weight status are needed in order to achieve better self-concept levels and health among young people.

  12. Gender differences in teachers' behaviors in relation to adolescents' self-concepts.

    PubMed

    Mboya, M M

    1995-12-01

    Gender differences in the relationship between teachers' behaviors and adolescents' self-concepts were investigated in 276 (156 boys and 120 girls) Standard Ten students from two coeducational high schools in Langa, Cape Town, South Africa. The Perceived Teacher Behavior Inventory was used to measure adolescents' self-concepts. Analysis indicated significant differences in perceived teachers' behavior and adolescents' self-description scale scores between boys and girls. Further, students' self-concept dimensions most strongly associated with teachers' behaviors were relations with family, general school, and health.

  13. Lateral Load Testing of the Advanced Stirling Convertor (ASC-E2) Heater Head

    NASA Technical Reports Server (NTRS)

    Cornell, Peggy A.; Krause, David L.; Davis, Glen; Robbie, Malcolm G.; Gubics, David A.

    2011-01-01

    Free-piston Stirling convertors are fundamental to the development of NASA s next generation of radioisotope power system, the Advanced Stirling Radioisotope Generator (ASRG). The ASRG will use General Purpose Heat Source (GPHS) modules as the energy source and Advanced Stirling Convertors (ASCs) to convert heat into electrical energy, and is being developed by Lockheed Martin under contract to the Department of Energy. Achieving flight status mandates that the ASCs satisfy design as well as flight requirements to ensure reliable operation during launch. To meet these launch requirements, GRC performed a series of quasi-static mechanical tests simulating the pressure, thermal, and external loading conditions that will be experienced by an ASC-E2 heater head assembly. These mechanical tests were collectively referred to as "lateral load tests" since a primary external load lateral to the heater head longitudinal axis was applied in combination with the other loading conditions. The heater head was subjected to the operational pressure, axial mounting force, thermal conditions, and axial and lateral launch vehicle acceleration loadings. To permit reliable prediction of the heater head s structural performance, GRC completed Finite Element Analysis (FEA) computer modeling for the stress, strain, and deformation that will result during launch. The heater head lateral load test directly supported evaluation of the analysis and validation of the design to meet launch requirements. This paper provides an overview of each element within the test and presents assessment of the modeling as well as experimental results of this task.

  14. Lateral Load Testing of the Advanced Stirling Convertor (ASC-E2) Heater Head

    NASA Technical Reports Server (NTRS)

    Cornell, Peggy A.; Krause, David L.; Davis, Glen; Robbie, Malcolm G.; Gubics, David A.

    2010-01-01

    Free-piston Stirling convertors are fundamental to the development of NASA s next generation of radioisotope power system, the Advanced Stirling Radioisotope Generator (ASRG). The ASRG will use General Purpose Heat Source (GPHS) modules as the energy source and Advanced Stirling Convertors (ASCs) to convert heat into electrical energy, and is being developed by Lockheed Martin under contract to the Department of Energy. Achieving flight status mandates that the ASCs satisfy design as well as flight requirements to ensure reliable operation during launch. To meet these launch requirements, GRC performed a series of quasi-static mechanical tests simulating the pressure, thermal, and external loading conditions that will be experienced by an ASC-E2 heater head assembly. These mechanical tests were collectively referred to as "lateral load tests" since a primary external load lateral to the heater head longitudinal axis was applied in combination with the other loading conditions. The heater head was subjected to the operational pressure, axial mounting force, thermal conditions, and axial and lateral launch vehicle acceleration loadings. To permit reliable prediction of the heater head s structural performance, GRC completed Finite Element Analysis (FEA) computer modeling for the stress, strain, and deformation that will result during launch. The heater head lateral load test directly supported evaluation of the analysis and validation of the design to meet launch requirements. This paper provides an overview of each element within the test and presents assessment of the modeling as well as experimental results of this task.

  15. Modeling the 10-gigabit ethernet ASC WAN.

    SciTech Connect

    Tolendino, Lawrence F.; Wertz, Jason Scott

    2006-07-01

    In recent years, modeling and simulation has played an increasingly important role in the maintenance of the nuclear stockpile. The Advanced Simulation and Computing (ASC) program continues to support and encourage the development of a modeling and simulation infrastructure to make these goals a reality. The Distance Computing Network has been making make the ASC resources available to users throughout the tri-lab environment for over five years. This network relies on the Transmission Control Protocol/Internet Protocol (TCP/IP) protocol suite to provide high performance and reliable communications. Understanding TCP/IP operation in this unique environment is critical. Software modeling has been used to analyze current network performance and predict the effect of proposed changes. Recently the network architecture was radically changed and the software model had to be changed as well. Whereas the original network was based on 2.5 gigabit per second ATM links, the redesigned network is comprised of 10-gigabit Ethernet links arranged as a 3-node ring. Therefore, a new software model was needed to continue to predict the performance of proposed changes and allow engineers to experiment with new network applications without the risk of interfering with critical operations.

  16. ASC Trilab L2 Codesign Milestone 2015

    SciTech Connect

    Trott, Christian Robert; Hammond, Simon David; Dinge, Dennis; Lin, Paul T.; Vaughan, Courtenay T.; Cook, Jeanine; Edwards, Harold C.; Rajan, Mahesh; Hoekstra, Robert J.

    2015-09-01

    For the FY15 ASC L2 Trilab Codesign milestone Sandia National Laboratories performed two main studies. The first study investigated three topics (performance, cross-platform portability and programmer productivity) when using OpenMP directives and the RAJA and Kokkos programming models available from LLNL and SNL respectively. The focus of this first study was the LULESH mini-application developed and maintained by LLNL. In the coming sections of the report the reader will find performance comparisons (and a demonstration of portability) for a variety of mini-application implementations produced during this study with varying levels of optimization. Of note is that the implementations utilized including optimizations across a number of programming models to help ensure claims that Kokkos can provide native-class application performance are valid. The second study performed during FY15 is a performance assessment of the MiniAero mini-application developed by Sandia. This mini-application was developed by the SIERRA Thermal-Fluid team at Sandia for the purposes of learning the Kokkos programming model and so is available in only a single implementation. For this report we studied its performance and scaling on a number of machines with the intent of providing insight into potential performance issues that may be experienced when similar algorithms are deployed on the forthcoming Trinity ASC ATS platform.

  17. Intellectual Achievement Responsibility and Anxiety as Functions of Self-Concept of Third to Sixth Grade Boys and Girls.

    ERIC Educational Resources Information Center

    Stanwyck, Douglas J.; Felker, Donald W.

    Three test instruments were used in a self-concept study of 373 school children in grades three through six: (1) the Piers-Harris Self-Concept Scale; (2) the Intellectual Achievement Responsibility Questionnaire; and (3) the Children's Manifest Anxiety Scale. The study explored the relationship of self-concept to acceptance of responsibility for…

  18. Enhancement of Self-Concept Through Elicitation of Positive Self-Assertive Statements and Positive Social Reinforcement

    ERIC Educational Resources Information Center

    Bond, Frances T.

    1974-01-01

    The primary purpose of this study was to examine the effects of a planned program designed to enhance the self concepts of primary children having negative self concepts. The data indicated that the self concepts of 30 children in kindergarten through grade four were enhanced through a sequentially planned program of elicitation of positive…

  19. Advanced Stirling Convertor (ASC) Technology Maturation in Preparation for Flight

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Cornell, Peggy A.

    2012-01-01

    The Advanced Stirling Convertor (ASC) is being developed by an integrated team of Sunpower and National Aeronautics and Space Administration s (NASA s) Glenn Research Center (GRC). The ASC development, funded by NASA s Science Mission Directorate, started as a technology development effort in 2003 and has since evolved through progressive convertor builds and successful testing to demonstrate high conversion efficiency, low mass, and capability to meet long-life Radioisotope Power System (RPS) requirements. The technology has been adopted by the Department of Energy and Lockheed Martin Space Systems Company s Advanced Stirling Radioisotope Generator (ASRG), which has been selected for potential flight demonstration on Discovery 12. This paper provides an overview of the status of ASC development including the most recent ASC-E2 convertors that have been delivered to GRC and an introduction to the ASC-E3 and ASC flight convertors that Sunpower will build next. The paper also describes the technology maturation and support tasks being conducted at GRC to support ASC and ASRG development in the areas of convertor and generator extended operation, high-temperature materials, heater head life assessment, organics, nondestructive inspection, spring fatigue testing, and other reliability verification tasks.

  20. Adaptive change in self-concept and well-being during conjugal loss in later life.

    PubMed

    Montpetit, Mignon A; Bergeman, C S; Bisconti, Toni L; Rausch, Joseph R

    2006-01-01

    The present study examines the association between the self-concept and adaptation to conjugal loss; the primary aim was to explore whether those individuals high in self-esteem, environmental mastery, and optimism have more adaptive resources with which to ameliorate the detrimental sequelae of bereavement. Analyses were conducted on data collected from 58 widows every four months over a two-year period. One goal of the research was to explore the adequacy of the theoretically chosen operational definition of the self-concept; another goal was to analyze how changes in the level of self-concept components correlated with changes in levels of depression, health, and grief resolution as individuals adjusted to their losses. Analyses revealed that trajectories of depression and grief resolution were more highly related than health to changes in self-concept.

  1. Contingency Management and Concomitant Changes in Elementary-School Students' Self-Concepts

    ERIC Educational Resources Information Center

    Parker, Harvey C.

    1974-01-01

    This study attempts to evaluate the effects of one specific positive-reinforcement-oriented contingency management program on students' total and school-related self-concepts as well as their personal and social adjustment. (Author)

  2. A Comparison of Delinquent Prostitutes and Delinquent Non-Prostitutes on Self-Concept.

    ERIC Educational Resources Information Center

    Bour, Daria S.; And Others

    1984-01-01

    Compared social and demographic statistics and self-concept in 50 delinquent females (25 prostitutes and 25 nonprostitutes). Results indicated early sexual intercourse and a positive physical self-image were related to prostitution. (JAC)

  3. Physical Self-Concept and Physical Activity Enjoyment in Elementary School Children

    ERIC Educational Resources Information Center

    Lohbeck, Annette; Tietjens, Maike; Bund, Andreas

    2016-01-01

    The present study examined gender differences and relationships of seven specific domains of physical self-concept (PSC) ("Strength," "Endurance," "Speed," "Flexibility," "Coordination," "Global Sport Competence," and "Appearance") and physical activity enjoyment (PAE) in 447…

  4. The developmental association of sexual self-concept with sexual behavior among adolescent women.

    PubMed

    Hensel, Devon J; Fortenberry, J Dennis; O'Sullivan, Lucia F; Orr, Donald P

    2011-08-01

    Developing a sexual self-concept is an important developmental task of adolescence; however, little empirical evidence describes this development, nor how these changes are related to development in sexual behavior. Using longitudinal cohort data from adolescent women, we invoked latent growth curve analysis to: (1) examine reciprocal development in sexual self-concept (sexual openness, sexual esteem and sexual anxiety) over a four year time frame; (2) describe the relationship of these trajectories with changes in sexual behavior. We found significant transactional effects between these dimensions and behavior: sexual self-concept evolved during adolescence in a manner consistent with less reserve, less anxiety and greater personal comfort with sexuality and sexual behavior. Moreover, we found that sexual self-concept results from sexual behavior, as well as regulates future behavior.

  5. Changes in stress and nurse self-concept among baccalaureate nursing students.

    PubMed

    Hensel, Desiree; Stoelting-Gettelfinger, Wendy

    2011-05-01

    This pilot study's purpose was to investigate the relationship between stress and nurse self-concept. Specifically, it examined whether enrollment in a wellness course affected stress levels and self-concept acquisition among sophomore baccalaureate nursing students (N = 52). The findings showed that early in the curriculum these students had a fairly well developed sense of professional self-concept but made gains in facets of leadership and communication over the course of the semester. Students demonstrated high levels of stress that remained unchanged over the semester, regardless of self-concept acquisition. This study concluded that enrollment in a wellness course was insufficient to prepare nursing students to manage stress as they transition to professional roles, and it was possible that undergraduate education perpetuated the internalization of stress as part of a nurse's professional identity. Future studies are needed to determine effective ways to teach stress management and best design nursing curricula to reduce stressors.

  6. Sex differences in self-concept in Spanish secondary school students.

    PubMed

    Sotelo, M J

    2000-12-01

    The aims of the study were to examine differences between boys and girls in global self-esteem and in specific domains of self-concept. Several measures of global self-esteem and multidimensional self-concept were administered to 61 boys and 64 girls. Analysis showed that boys reported higher scores than girls on global self-esteem, measured on the Coopersmith Self-esteem Inventory and the Feelings of Inadequacy Scale by Janis-Field, but this result was not reproduced when self-esteem was measured on the Rosenberg Self-esteem Scale. No differences have been found in domain-specific self-concepts, except for the ethical-moral self-concept, on which girls reported higher scores than boys.

  7. Relationships between intrinsic motivation, physical self-concept and satisfaction with life: a longitudinal study.

    PubMed

    Martín-Albo, José; Núñez, Juan L; Domínguez, Evelia; León, Jaime; Tomás, José M

    2012-01-01

    In this study, we examined the relationships between intrinsic motivation, physical self-concept, and satisfaction with life using cross-lagged panel models analysed via structural equation models. The sample consisted of 293 participants (148 men, 145 women) aged 18-70 years who performed diverse types of physical exercise. Three alternative models were tested. The data were better represented by a model in which physical self-concept mediates the relationships between intrinsic motivation and satisfaction with life. Specifically, the direct effects of intrinsic motivation on physical self-concept, and of physical self-concept on satisfaction with life were significant, with the amount of explained variance increasing over time. In conclusion, people who perform physical exercise regularly, and who have fun over time will tend to have a better physical self-perception and, consequently, more psychological well-being.

  8. Nursing Students’ Smoking Behaviors and Smoking-Related Self-Concept

    DTIC Science & Technology

    2003-04-01

    The purposes of this pilot study were to describe: (a) the relationships between baccalaureate (BSN) nursing students’ smoking-related current self ...instruments used to describe nursing students’ self -concept, including current smoking-related self -concept and possible selves. A schema model of smoking...collected to gather data on demographics, smoking history, and current self and possible future selves. Nonparametric tests were used to describe group

  9. Self-Concept Clarity and Online Self-Presentation in Adolescents.

    PubMed

    Fullwood, Chris; James, Billie May; Chen-Wilson, Chao-Hwa Josephine

    2016-12-01

    The Internet may be conceptualized as a social laboratory, providing freedom to experiment with different presentations of self. Adolescence is an important time in the development of self-concept; however, little is known about how clarity of self-concept relates to online behavior. The principal aim of this study was to test the hypothesis that self-concept clarity would be associated with adolescents' inclination to experiment with online self-presentation. One hundred forty-eight participants aged 13-18 completed the Self-Concept Clarity Scale, the Facebook Intensity Scale, and the Presentation of Online Self Scale (POSS). Adolescents possessing a less stable sense of self reported experimenting with online self-presentation more regularly, presenting an idealized version of self and a preference for presenting themselves online. Adolescents with a more stable self-concept reported presenting an online self which was more consistent with their offline self-presentation. Younger adolescents were more likely to present an inconsistent self, whereas older adolescents presented themselves more consistently across different communication contexts. Finally, adolescents who spent more time on Facebook and had fewer Facebook friends were more likely to present multiple versions of self while online. The implications of these findings will be discussed in terms of the development of self-concept during adolescence and the potential for the online world to facilitate flexible identity construction and self-presentation.

  10. Physical self-concept of adolescents in Western Balkan countries: a pilot study.

    PubMed

    Janić, Snežana Radisavljević; Jurak, Gregor; Milanović, Ivana; Lazarević, Dušanka; Kovač, Marjeta; Novak, Dario

    2014-10-01

    The aim of this study was to explore physical self-concept of adolescents of the Western Balkans (Serbia, Slovenia, Croatia, and Bosnia and Herzegovina) according to sex and country. The participants were 2,606 students, ages 13 and 14 years (M = 13.5, SD = 0.9). The Physical Self-Description Questionnaire (PSDQ) was used to assess multidimensional physical self-concept. The results show the interaction of sex and country for three dimensions of physical self-concept (Appearance, Global Physical Self-Concept, and Self-Esteem). It was shown that female and male adolescents' perception of physical appearance, self-esteem, and global physical self-concept is more susceptible to influences of socio-cultural factors in the monitored countries. In all other dimensions of Physical self-concept, sex differences were consistently manifested in favour of male adolescents, except in Flexibility. Regardless of adolescents' sex, under the increasing influence of Western culture in the Western Balkan countries, adolescents more critically evaluate their body and motor abilities.

  11. Living with acquired brain injury: self-concept as mediating variable in the adjustment process.

    PubMed

    Doering, Bettina K; Conrad, Nico; Rief, Winfried; Exner, Cornelia

    2011-01-01

    Sequelae of acquired brain injury (ABI) require adjustment processes in which survivors must strive to regain subjective well-being (SWB) in the face of chronic impairment. The current study investigates whether the self-concept of achievement mediates this process. Thirty-five post-acute patients with ABI were assessed neuropsychologically for performance in memory, attention, concept formation and reasoning. Data concerning subjective complaints in applied cognition, self-concept, and SWB were collected. Patients rated their self-concept more negatively compared to a normative sample. Effects of subjective complaints in applied cognition on SWB were mediated by the self-concept of achievement. Contrary to expectations, objective cognitive deficits demonstrated no independent significant relationship to self-concept of achievement or SWB in multiple regression modelling when subjective complaints in applied cognition were considered simultaneously. The findings highlight the necessity of considering patients' subjective complaints and self-concepts to improve rehabilitative progress. Potential implications for neuropsychological rehabilitation are discussed.

  12. Causal Attribution, Self-Concept and Academic Achievement of Children from Low SES Families.

    ERIC Educational Resources Information Center

    Taliuli, Nelma; Gama, Elizabeth M. P.

    This investigation was designed (l) to assess to what causal factors Brazilian elementary students attribute their success or failure in achievement tasks; (2) to verify whether their attributions can be classified into the categories proposed by Weiner (1972): ability, effort, task difficulty, and luck; and (3) to assess the relationship between…

  13. Girls' and Boys' Academic Self-Concept in Science in Single-Sex and Coeducational Classes

    ERIC Educational Resources Information Center

    Simpson, Amber; Che, S. Megan; Bridges, William C., Jr.

    2016-01-01

    Recently, single-sex classes within public coeducational schools have proliferated across the USA; yet, we still know little about whether and how single-sex science classes influence adolescents' attitude and affect toward science. This exploratory study expands upon our current understanding by investigating the extent in which female and male…

  14. Developmental Education's Impact on Students' Academic Self-Concept and Self-Efficacy

    ERIC Educational Resources Information Center

    Martin, Kimberly; Goldwasser, Molly; Harris, Eugenia

    2017-01-01

    Students who are enrolled in developmental courses often persist at lower rates than students who enter college prepared for college-level work. This phenomenon has been attributed to numerous potential factors, including the psychological impact of assignment to developmental courses. This study examines the impact of enrollment in multiple…

  15. Use of Cameras in an Early Childhood Classroom to Enhance Academic and Self-Concept Growth.

    ERIC Educational Resources Information Center

    New, Becky

    This report of a study which explored the effects of camera use among 30 children in a biracial multi-aged classroom includes suggestions for the application of the findings in early childhood curriculum. The first two chapters present the purpose, rationale, and measured results of an examination of camera use as a tool for inquiry and…

  16. Relative Differences in Academic Self-Concept and Peer Acceptance among Students in Inclusive Classrooms.

    ERIC Educational Resources Information Center

    Stanovitch, Paula J.; Jordan, Anne; Perot, Josette

    1998-01-01

    This study examined the social and affective functioning of 2,011 students (grades two through eight) with special needs (disability, limited English speaking, at risk for school failure, and non-categorized) receiving instruction in inclusive general education classrooms. Children with disabilities and children at risk displayed large (but…

  17. Structural and dynamics aspects of ASC speck assembly.

    PubMed

    Sahillioglu, Ali Can; Sumbul, Fidan; Ozoren, Nesrin; Haliloglu, Turkan

    2014-12-02

    Activation of the inflammasome is accompanied by rapid formation of a micrometer-sized perinuclear structure called the ASC speck, a platform for caspase-1 activity. The ASC speck is often referred to as an aggregate and shares certain features with aggresomes. It is thus an open question whether the ASC speck formation takes place via nonspecific aggregation of hydrophobic patches or specific interactions of its domains; PYD and CARD, which belong to the death fold superfamily. Bringing together structure and dynamics studies using the Gaussian network model of PYD and CARD, and molecular dynamics simulations of the wild-type and in silico mutated PYD, with the mutational analysis on the ASC structure and its separate domains in human cells, we show that the ASC speck is an organized structure with at least two levels of distinct compaction mechanisms based on the specific interactions of PYD and CARD.

  18. Lateral Load Testing of the Advanced Stirling Convertor (ASC-E2) Heater Head

    NASA Technical Reports Server (NTRS)

    Cornell, Peggy A.; Krause, David L.; Davis, Glen; Robbie, Malcolm G.; Gubics, David A.

    2010-01-01

    Free-piston Stirling convertors are fundamental to the development of NASA s next generation of radioisotope power system, the Advanced Stirling Radioisotope Generator (ASRG). The ASRG will use General Purpose Heat Source (GPHS) modules as the energy source and Advanced Stirling Convertors (ASCs) to convert heat into electrical energy, and is being developed by Lockheed Martin under contract to the Department of Energy. Achieving flight status mandates that the ASCs satisfy design as well as flight requirements to ensure reliable operation during launch. To meet these launch requirements, GRC performed a series of quasi-static mechanical tests simulating the pressure, thermal, and external loading conditions that will be experienced by an ASC E2 heater head assembly. These mechanical tests were collectively referred to as lateral load tests since a primary external load lateral to the heater head longitudinal axis was applied in combination with the other loading conditions. The heater head was subjected to the operational pressure, axial mounting force, thermal conditions, and axial and lateral launch vehicle acceleration loadings. To permit reliable prediction of the heater head s structural performance, GRC completed Finite Element Analysis (FEA) computer modeling for the stress, strain, and deformation that will result during launch. The heater head lateral load test directly supported evaluation of the analysis and validation of the design to meet launch requirements. This paper provides an overview of each element within the test and presents assessment of the modeling as well as experimental results of this task.

  19. Test Hardware Design for Flightlike Operation of Advanced Stirling Convertors (ASC-E3)

    NASA Technical Reports Server (NTRS)

    Oriti, Salvatore M.

    2012-01-01

    NASA Glenn Research Center (GRC) has been supporting development of the Advanced Stirling Radioisotope Generator (ASRG) since 2006. A key element of the ASRG project is providing life, reliability, and performance testing of the Advanced Stirling Convertor (ASC). For this purpose, the Thermal Energy Conversion branch at GRC has been conducting extended operation of a multitude of free-piston Stirling convertors. The goal of this effort is to generate long-term performance data (tens of thousands of hours) simultaneously on multiple units to build a life and reliability database. The test hardware for operation of these convertors was designed to permit in-air investigative testing, such as performance mapping over a range of environmental conditions. With this, there was no requirement to accurately emulate the flight hardware. For the upcoming ASC-E3 units, the decision has been made to assemble the convertors into a flight-like configuration. This means the convertors will be arranged in the dual-opposed configuration in a housing that represents the fit, form, and thermal function of the ASRG. The goal of this effort is to enable system level tests that could not be performed with the traditional test hardware at GRC. This offers the opportunity to perform these system-level tests much earlier in the ASRG flight development, as they would normally not be performed until fabrication of the qualification unit. This paper discusses the requirements, process, and results of this flight-like hardware design activity.

  20. The Impact and Racial Identity on Academic Achievement

    ERIC Educational Resources Information Center

    Mulzac, Anica Camela

    2012-01-01

    Research has shown that academic achievement among racial minority groups, particularly African Americans, and the majority Caucasian group is profoundly disproportionate. A number of variables have been shown to influence the academic achievement of students, such as stereotype threat, racial identity, and academic self-concept (Awad, 2007;…

  1. Academic Developer Identity: How We Know Who We Are

    ERIC Educational Resources Information Center

    Kinash, Shelley; Wood, Kayleen

    2013-01-01

    This paper explores academic developer identity by applying self-concept theory and appreciative inquiry to the personal journeys of two academic developers. Self-attribution, social comparison and reflected appraisals are presented and applied to explain how academic developers form their identities. Sociological principles are incorporated to…

  2. A single domain antibody fragment that recognizes the adaptor ASC defines the role of ASC domains in inflammasome assembly

    PubMed Central

    Schmidt, Florian I.; Lu, Alvin; Chen, Jeff W.; Ruan, Jianbin; Tang, Catherine

    2016-01-01

    Myeloid cells assemble inflammasomes in response to infection or cell damage; cytosolic sensors activate pro–caspase-1, indirectly for the most part, via the adaptors ASC and NLRC4. This leads to secretion of proinflammatory cytokines and pyroptosis. To explore complex formation under physiological conditions, we generated an alpaca single domain antibody, VHHASC, which specifically recognizes the CARD of human ASC via its type II interface. VHHASC not only impairs ASCCARD interactions in vitro, but also inhibits inflammasome activation in response to NLRP3, AIM2, and NAIP triggers when expressed in living cells, highlighting a role of ASC in all three types of inflammasomes. VHHASC leaves the Pyrin domain of ASC functional and stabilizes a filamentous intermediate of inflammasome activation. Incorporation of VHHASC-EGFP into these structures allowed the visualization of endogenous ASCPYD filaments for the first time. These data revealed that cross-linking of ASCPYD filaments via ASCCARD mediates the assembly of ASC foci. PMID:27069117

  3. Co-occurring internalizing and externalizing behavioral problems: the mediating effect of negative self-concept.

    PubMed

    Lee, Eunju J; Stone, Susan I

    2012-06-01

    While a large body of research consistently finds that internalizing and externalizing problems are closely related and commonly co-occur, the literature is mixed regarding the unique and shared risk processes in the development of both domains of problems. The present study examined the nature and timing of relationships between internalizing and externalizing problems as well as the mediating effects of negative self-concept on both. Using a developmental cascade model as a guiding framework, we conducted a cross-lagged panel modeling on a sample of 2,844 Korean fourth graders (54% boys and 46% girls) followed over 4 years. Findings suggest that internalizing and externalizing problems were reciprocally reinforcing, each leading to increases in the other indirectly through the mediating influence of negative self-concept. Negative self-concept exacerbates the development of both internalizing and externalizing problems, which in turn further undermines one's self-concept. Although there were significant gender differences in the stability of internalizing and externalizing problems, the developmental pathways between negative self-concept and both internalizing and externalizing problems held for both boys and girls. Implications for future research and intervention are discussed.

  4. The effect of composition (art or music) on the self-concept of hospitalized children.

    PubMed

    Colwell, Cynthia M; Davis, Kathy; Schroeder, Linda K

    2005-01-01

    The purpose of the present study was to determine the effect of composition (art or music) on the self-concept of hospitalized children. The music composition was created using the program Making More Music. The art composition was a drawing using standard medium. The Piers-Harris Children's Self-Concept Scale was used to measure self-concept. When examining subjects as one group, a significant difference from pre- to posttest for the Total score indicated an improved self-concept. Further analyses on each of the 6 categories indicated no significant differences. The art composition group had a significant difference from pre- to posttest for the Total score and for Popularity (POP). Although not significant, scores increased from pre- to posttest for Behavioral Adjustment (BEH), Physical Appearance (PHY), Freedom from Anxiety (FRE), and Happiness and Satisfaction (HAP). The music composition group had no significant difference from pre- to posttest for the Total score but a significant difference from pre- to posttest on Intellectual and School Status (INT) and Physical Appearance (PRY). Although not significant, scores increased from pre- to posttest for TOT, BEH, and HAP. There was a significant difference between the groups on 2 categories that indicated an improved self-concept for the music group under Intellectual and School Status and for the art group under Popularity.

  5. Impact of a family-focused intervention on self-concept after acquired brain injury.

    PubMed

    Kelly, Amber; Ponsford, Jennie; Couchman, Grace

    2013-01-01

    The present study examined the impact of a family inclusive intervention on the multidimensional self-concept of individuals with traumatic brain injury (TBI). Forty one individuals with TBI and a matched control group completed the Tennessee Self-Concept Scale: Second Edition (TSCS: 2), the Rosenberg Self-Esteem Scale (RSE), the Family Assessment Device (FAD), and the Hospital Anxiety and Depression Scale (HADS) on two occasions: at immediate contact (pre-group, T1) and post-group (3 months after initial contact, T2). Controls did not attend the intervention. Total scores for the measures, as well as scores on subdomains of self-concept, taken pre- and post-intervention for the TBI sample and at the same time for matched controls were compared between groups using Multivariate Analysis of Variance (MANOVA); followed by a series of repeated measures analyses of variance (ANOVA) to determine whether significant changes occurred. Contrary to the main aim, the use of a family-focused intervention did not result in self-concept improvement, either globally or across self-concept domains. Nor did mood or family functioning improve for the TBI sample. Measures remained stable across time for the controls.

  6. Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies

    ERIC Educational Resources Information Center

    Ray, Corey E.; Elliott, Stephen N.

    2006-01-01

    This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social skills, and performance on academic achievement tests. Participants included 27 teachers and 77 fourth- and eighth-grade students with diverse academic and behavior competencies. Teachers were asked to…

  7. Maternal-fetal attachment in relation to self-concept and anxiety.

    PubMed

    Gaffney, K F

    1986-01-01

    This study investigates the association that maternal-fetal attachment has with self-concept, state anxiety, and trait anxiety. One hundred third trimester pregnant women attending prenatal classes were studied. Data were collected by using three psychometric instruments: Maternal-Fetal Attachment Scale, the Tennessee Self-Concept Scale, and the State-Trait Anxiety Inventory. The findings do not show a significant relationship between the overall level of maternal-fetal attachment and self-concept. The findings do show significant inverse correlations between state (temporary) anxiety and the overall Maternal-Fetal Attachment Scale. An inverse but non-significant relationship between maternal-fetal attachment and overall scores representing trait (long-term) anxiety was found. The study failed to demonstrate the strong association between anxiety and maternal-fetal attachment described by other theorists. The author speculates that the chosen instrument does not adequately differentiate between the mother's anxieties regarding self and those related to the fetus.

  8. Comparison of the effects of auditory subliminal stimulation and rational-emotive therapy, separately and combined, on self-concept.

    PubMed

    Möller, A T; Kotzé, H F; Sieberhagen, K J

    1993-02-01

    The present study investigated the effects on self-concept of Rational-Emotive Therapy and auditory subliminal stimulation (separately and in combination) on 141 undergraduate students with self-concept problems. They were randomly assigned to one of four groups receiving either Rational-Emotive Therapy, subliminal stimulation, both, or a placebo treatment. Rational-Emotive Therapy significantly improved scores on all the dependent measures (cognition, self-concept, self-esteem, anxiety), except for behavior. Results for the subliminal stimulation group were similar to those of the placebo treatment except for a significant self-concept improvement and a decline in self-concept related irrational cognitions. The combined treatment yielded results similar to those of Rational-Emotive Therapy, with tentative indications of continued improvement in irrational cognitions and self-concept from posttest to follow-up.

  9. Self-esteem, general and sexual self-concepts in blind people

    PubMed Central

    Salehi, Mehrdad; Azarbayejani, Abas; Shafiei, Katayoun; Ziaei, Tayebe; Shayegh, Bahar

    2015-01-01

    Background: People with visual disability have lower self-esteem and social skills than sighted people. This study was designed to describe self-esteem and general and sexual self-concepts in blind people. Materials and Methods: This was a cross-sectional study, conducted in the Isfahan University of Medical Sciences in 2013-2014. In this study, 138 visually impaired people participated from Isfahan Province Welfare Organization and were interviewed for measuring of self-esteem and self-concept using Eysenck self-esteem and Rogers’ self-concept questionnaires. The correlation between above two variables was measured using Statistical Package for the Social Sciences (SPSS) software by Pearson correlation test. Results: Mean [± standard deviation (SD)] age of patients was 30.9 ± 8 years. The mean (±SD) of general self-concept score was 11 ± 5.83. The mean (±SD) of self-esteem score was 16.62 ± 2.85. Pearson correlation results showed a significant positive correlation between self-esteem and general self-concept (r = 0.19, P = 0.025). The mean of sexual self-concept scores in five subscales (sexual anxiety, sexual self-efficacy, sexual self-esteem, sexual fear, and sexual depression) were correspondingly 11 ± 4.41, 19.53 ± 4.53, 12.96 ± 4.19, 13.48 ± 1.76, and 5.38 ± 2.36. Self-esteem and self-concept had significant positive correlation with sexual anxiety (r = 0.49; P < 0.001) (r = –.23; P < 0.001) and sexual fear (r = 0.25; P = 0.003) (r = 0.18; P = 0.02) and negative correlation with sexual self-efficacy (r = –0.26; P = 0.002) (r = –0.28; P = 0.001) and sexual-esteem (r = –0.34; P < 0.001) (r = –0.34; P < 0.001). Conclusion: Self-esteem and self-concept had significant correlation with sexual anxiety and sexual fear; and negative correlation with sexual self-efficacy and sexual-esteem. PMID:26929756

  10. Sexual Self-Concept Ambiguity and the Interpersonal Theory of Suicide Risk.

    PubMed

    Talley, Amelia E; Brown, Sarah L; Cukrowicz, Kelly; Bagge, Courtney L

    2016-04-01

    Mechanisms (i.e., thwarted belongingness, perceived burdensomeness, hopelessness) derived from the interpersonal theory of suicide which are hypothesized to account for the relation between sexual orientation self-concept ambiguity and active suicide ideation were examined. Participants included 349 women, among whom 42% currently self-ascribed a non-exclusively heterosexual sexual identity. Among women reporting higher levels of sexual self-concept ambiguity, greater risk for active suicide ideation is found when perceptions of burden and feelings of thwarted belonging co-occur with feelings of hopelessness. Results support relevant theory useful for understanding suicide risk among sexual minority women who acknowledge ambiguity with regard to their sexual orientation.

  11. Conformity to sex-typed norms, affect, and the self-concept.

    PubMed

    Wood, W; Christensen, P N; Hebl, M R; Rothgerber, H

    1997-09-01

    The self-concept plays an important role in conformity to sex-typed social norms. Normative beliefs that men are powerful, dominant, and self-assertive and that women are caring, intimate with others, and emotionally expressive represent possible standards for whom people ought to be and whom they ideally would like to be. In the present research, to the extent that sex role norms were personally relevant for participants, norm-congruent experiences (i.e., those involving dominance for men and communion for women) yielded positive feelings and brought their actual self-concepts closer to the standards represented by ought and ideal selves.

  12. Suicidal Ideation, Depressive Symptomatology, and Self-Concept: A Comparison Between Mexican Institutionalized and Noninstitutionalized Children.

    PubMed

    Chavez-Hernandez, Ana-Maria; Correa-Romero, Fredi-Everardo; Acosta-Rojas, Irma-Beatriz; Cardoso-Espindola, Karen-Viviana; Padilla-Gallegos, Gustavo M; Valadez-Figueroa, Isabel

    2017-03-06

    Previous research reports a significant prevalence of child depression worldwide and self-concept as a predictor of depression and suicide behavior. Although suicide in children is an increasing problem in Mexico, there are scarce studies reporting risk factors and none of children in foster care institutions. This was a comparative, ex post facto study whose aim was to analyze associations between suicidal ideation, depression, and self-concept in two paired samples of Mexican children (83 institutionalized and 83 noninstitutionalized). Results show 16% of the children reported suicidal ideation and statistically significant differences among variables in both samples. Suggestions are made to address this problem from early ages.

  13. Perceived competence: a common core for self-efficacy and self-concept?

    PubMed

    Hughes, Amanda; Galbraith, David; White, David

    2011-05-01

    This study uses Bandura's Multidimensional Scales of Perceived Self-Efficacy (MSPSE; Bandura, 1990) and Harter's Self-Perception Profile for Adolescents (SPPA; Harter, 1988) to examine the extent to which self-efficacy and competency-related elements of the self-concept are independent constructs. Factor analysis of data provided by 778 high school students revealed that when measured using domain-general measures such as the MSPSE and SPPA, self-efficacy and competency self-concept do not represent totally separate, distinct constructs. Overlap of dimensions occurs at both the first- and second-order levels of analysis. The practical and theoretical implications of these findings are discussed.

  14. Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students.

    PubMed

    Hughes, Jan N; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

    2009-04-01

    Participants were 664 relatively low achieving children who were recruited into a longitudinal study when in first grade. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade, children's perceptions of classmates' academic competence are distinct from their perceptions of peers' other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children's academic self concept. Implications of these findings for educational practice and future research are discussed.

  15. Obese-derived ASCs show impaired migration and angiogenesis properties

    PubMed Central

    Pérez, Laura M.; Bernal, Aurora; San Martín, Nuria

    2013-01-01

    Efficient delivery of stem cells to target tissues is a major problem in regenerative medicine. Adipose derived stem cells have been proposed as important tools in cell therapy for recovering tissues after damage. Nevertheless, the ability of these ASCs to migrate or invade in order to reach the tissue of interest has not been tested so far. In this study we present evidence that the ASCs derived from obese subjects present a detrimental ability to migrate and invade in comparison with ASCs derived from control subjects. Besides, obese-derived ASCs are unable to respond to certain stimuli and to form enough capillaries after stimulation. We propose that the use of specific cytokines could overcome these deficiencies of the obese environment, offering a tool to optimize cell therapy. PMID:23672297

  16. The American Satellite Company (ASC) satellite deployed from payload bay

    NASA Technical Reports Server (NTRS)

    1985-01-01

    The American Satellite Company (ASC) communications satellite is deployed from the payload bay of the Shuttle Discovery. A portion of the cloudy surface of the earth can be seen to the left of the frame.

  17. [Psychometric analysis of the AF5 multidimensional scale of self-concept in a sample of adolescents and adults in Catalonia].

    PubMed

    Malo Cerrato, Sara; Bataller Sallent, Sílvia; Casas Aznar, Ferran; Gras Pérez, Ma Eugenia; González Carrasco, Mònica

    2011-11-01

    The aim of this study is to carry out a psychometric study of the AF5 scale in a sample of 4.825 Catalan subjects from 11 to 63 years-old. They are students from secondary compulsory education (ESO), from high school, middle-level vocational training (CFGM) and from the university. Using a principal component analysis (PCA) the theoretical validity of the components is established and the reliability of the instrument is also analyzed. Differential analyses are performed by gender and normative group using a 2 x 6 factorial design. The normative group variable includes the different levels classified into 6 sub-groups: university, post-compulsory secondary education (high school and CFGM), 4th of ESO, 3rd of ESO, 2nd of ESO and 1st of ESO. The results indicate that the reliability of the Catalan version of the scale is similar to the original scale. The factorial structure also fits with the original model established beforehand. Significant differences by normative group in the four components of self-concept explored (social, family, academic/occupational and physical) are observed. By gender, significant differences appear in the component of physical self-concept, academic and social but not in the family component.

  18. 12 CFR 1102.302 - ASC authority and functions.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ..., Recovery, and Enforcement Act of 1989, as amended (“FIRREA”), 12 U.S.C. 3331 and 3310 through 3351. Title... U.S.C. 3331. (b) Functions. The ASC's statutory functions are generally set out in 12 U.S.C. 3332... 12 Banks and Banking 9 2012-01-01 2012-01-01 false ASC authority and functions. 1102.302...

  19. The Role of RAN and Reading Rate in Predicting Reading Self-Concept

    ERIC Educational Resources Information Center

    Kasperski, Ronen; Shany, Michal; Katzir, Tami

    2016-01-01

    Social identity theory states that a person's self-concept is created from comparison with others (Walsh & Gordon, 2008). In the case of reading, oral reading is a salient feature young children have to compare themselves on to their classroom peer group. The current study was set to explore the ability of oral reading tasks such as rapid…

  20. Who am I? The relationship between self-concept uncertainty and materialism.

    PubMed

    Noguti, Valeria; Bokeyar, Alexandra L

    2014-10-01

    It is well accepted that materialism may result in a number of negative consequences, hence the importance of improving its understanding. In this paper, we propose that materialism negatively relates to self-concept uncertainty. Uncertainty about oneself is aversive and those feeling uncertain may use the possession of material objects as a way to reduce the uncertainty. Inasmuch as material objects can serve as concrete signs of self-worth, self-concept uncertainty can therefore relate to more materialism. Over two studies, one in Australia and the other in the US, with a total of 390 participants, our research demonstrates that lower clarity about one's self-concept associates with higher levels of materialism. While this result holds for both genders, this relationship is considerably stronger for women compared to men. We also find that lower self-concept clarity relates to higher compulsive buying. We further demonstrate that materialism relates to higher positive moods during shopping, and also relates to higher negative moods after shopping, more notably negative moods towards what was purchased. This effect is significant even when controlling for general affective states.

  1. Self-Concept, Social Position and Social Participation of Pupils with SEN in Mainstream Primary Schools

    ERIC Educational Resources Information Center

    Avramidis, Elias

    2013-01-01

    Drawing on a recent research project, this paper questions the literature's dominant representation of children with special educational needs (SEN) as holding negative perceptions of themselves and being socially isolated. The study examined dimensions of pupils' self-concept and their social position in their class network. Contrary to previous…

  2. Forms of Self-Concept in Gifted High School Students Enrolled in Heterogeneous Classes

    ERIC Educational Resources Information Center

    Villatte, Aude; Hugon, Mandarine; de Leonardis, Myriam

    2011-01-01

    Prior research has been devoted to understanding how to facilitate the integration of gifted young people (Intelligence Quotient, greater than or equal to 130) into classroom settings. This study investigated a typology of self-concept in gifted French high school students. Eighty-four participants, between the ages of 13 and 18 (mean age, 15.5;…

  3. Physical Self-Concept and Strength Changes in College Weight Training Classes.

    ERIC Educational Resources Information Center

    Van Vorst, John G.; Buckworth, Janet; Mattern, Craig

    2002-01-01

    Examined the physical self-concept of participants in a college strength training class based on self-classification into exercise stage of change at the beginning of class. Data from the Physical Self-Description Questionnaire indicated that upper body strength and self-report of physical activity were significantly lower for participants in the…

  4. Self-Concept of Children with Intellectual Disability in Mainstream Settings

    ERIC Educational Resources Information Center

    Huck, Sally; Kemp, Coral; Carter, Mark

    2010-01-01

    Background: Positive self-concept is an important educational outcome for individuals with disability. Method: Perceived competence and acceptance of 17 children with intellectual disability, included in mainstream classes, were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and…

  5. Children's Moral Self-Concept: The Role of Aggression and Parent-Child Relationships

    ERIC Educational Resources Information Center

    Sengsavang, Sonia; Krettenauer, Tobias

    2015-01-01

    This study examined the role of aggressiveness and parenting in the development of children's moral self-concept. Participants were 198 elementary school children and their parents (M = 8.65 years, SD = 2.44). Participants completed a structured moral self puppet interview and a questionnaire about their relationship to parents. Parents completed…

  6. Self-Concept and Role Modeling: Their Relationships to Secondary School Physical Education.

    ERIC Educational Resources Information Center

    Robbins, Stephen B.

    Theories of Piaget, Erickson, Freud, and other behavioral psychologists are reviewed in an examination of the development of adolescent self-concept. The implications, for the physical education teacher or athletic coach, of the adolescent's self-consciousness and egocentricity are discussed. It is suggested that the physical education teacher is…

  7. Age Differences in Self-Concept from Early Adulthood through Old Age.

    ERIC Educational Resources Information Center

    Grant, Carmen Hill

    Several works have suggested that life proceeds in a pattern of developmental stages characterized by expansion during the early adult years and restriction, or withdrawal, after middle age. Postulating that self-concept might also be expected to reflect this curvilinear pattern of life stages, the author explored differences in adult self-concept…

  8. Preservice Teachers' Self-Concept from the Campus thru Early Field Experiences in Multicultural Settings.

    ERIC Educational Resources Information Center

    Harty, Harold; Smith, Bonnie

    In this study, twenty prospective teachers enrolled in an education methods course were studied to see what would happen to their self concept when they were thrust into the "real world of kids" with its associated teaching/learning problems. Two groups of ten students each were studied. One was used as a control and the other was used…

  9. The Self Perceptions of Self-Concept and Self-Esteem: A Theoretical Analysis.

    ERIC Educational Resources Information Center

    Kick, Francis R., Jr.

    This thesis is an exploration and synthesis of the theories relating to an individual's self perceptions including self, self-concept or -image, and self-esteem. The rationale for this thesis deals with the topic of self perception and the related areas which form the psychological context of the individual. The area of study has been selected due…

  10. Peer Group Counselling and School Influence on Adolescents' Self-Concept

    ERIC Educational Resources Information Center

    Egbochuku, E. O.; Aihie, N. O.

    2009-01-01

    The study focused on the influence of peer group counselling and school influence on the self-concept of adolescents' in Nigerian secondary schools. Sixty-eight Senior Secondary School II students from three schools--a boys' school, a girls' school and a co-educational school in Benin City participated in the study. A pre-test, post-test control…

  11. The self-concept and conjugal loss: evidence for structural change.

    PubMed

    Montpetit, Mignon A; Bergeman, C S; Bisconti, Toni L

    2010-08-01

    The self-concept is often considered to be a personal resource that individuals may use to cope with life stressors, but little is known about how this entity might itself change in response to profound stress. The present study examines structural change in self-concept following conjugal loss in later life. Analyses were conducted on data collected from 57 widows every 4 months over the first 2 years post-loss. The first objective was to explore the adequacy of an operational definition of the self-concept as a latent construct lying at the confluence of self-esteem, perceived environmental mastery, and optimism. Because confirmatory factor analysis (CFA) supported this theoretically based conceptualization, the second objective of the study was to model stability and change in the structure of the self-concept over the 2-year study period. Results suggested that there is both stability and change in the self-system during the adjustment to major life stress.

  12. Visual Impairment and Its Effect on the Development of the Self-Concept.

    ERIC Educational Resources Information Center

    Gish, R. Brian

    This doctoral dissertation compares the self-concept of people with visual impairments with that of normally sighted individuals in 14 studies from various geographical regions in the United States. Discussion of methodological issues examines first, definitions regarding the self (self-image, self-perception, self-evaluation, self-esteem,…

  13. Response Biases and Their Relation to Sex Differences in Multiple Domains of Self-Concept.

    ERIC Educational Resources Information Center

    Vispoel, Walter P.; Forte Fast, Ellen E.

    2000-01-01

    Examined the influence of two forms of socially desirable responding on scores within 17 domains of self-concept from 3 measures completed by 390 college students. Found significant sex differences in 12 domains. Discusses the role of impression management in creating some apparent sex differences. (SLD)

  14. Teaching Students about Their Disabilities: Increasing Self-Determination Skills and Self-Concept

    ERIC Educational Resources Information Center

    Campbell-Whatley, Gloria D.

    2008-01-01

    The purpose of this research is to report the results of a pilot study that examined changes in self-awareness and self-concept. Seven self-determination lessons were implemented with 13 elementary, middle and high schoolers with disabilities in learning (i.e., learning disabilities and mild mental impairments). The lessons focused on teaching…

  15. Factors Predicting Life Satisfaction: A Process Model of Personality, Multidimensional Self-Concept, and Life Satisfaction

    ERIC Educational Resources Information Center

    Parker, Philip D.; Martin, Andrew J.; Marsh, Herbert W.

    2008-01-01

    Life satisfaction is an important component of psychological health and wellbeing. Although personality is consistently linked to life satisfaction, its "innate" and stable nature can make it a difficult target for intervention by practitioners. More malleable and context-specific factors such as multidimensional self-concept may prove…

  16. The Effect of Weight on Self-Concept, and Psychosocial Correlates of Physical Activity in Youths

    ERIC Educational Resources Information Center

    Welk, Gregory J.; Joens-Matre, Roxane

    2007-01-01

    Much more attention has been given to the health implications of overweight and obesity than to the psychosocial implications. In order to combat obesity effectively, it is important to understand the implications of overweight on self-concept, self-esteem, and physical activity levels. Youth obesity has been associated with negative psychosocial…

  17. Self-Concept, Disposition, and Resilience of Poststroke Filipino Elderly with Residual Paralysis

    ERIC Educational Resources Information Center

    de Guzman, Allan B.; Tan, Eleanor Lourdes C.; Tan, Ernestine Faye S.; Tan, Justin Ryan L.; Tan, Mervyn C.; Tanciano, Daris Mae M.; Lee Say, Matthew L. Tang

    2012-01-01

    The interplay among self-concept, disposition, and resilience mirrors how the condition affects the emotional status of poststroke Filipino elderly with residual paralysis. Despite healthcare professionals' understanding of these clients' physical conditions, little is known regarding these clients' emotional health status related to stroke.…

  18. A Study of Self-Concept of Cambodian Children in Two Richmond Public Schools.

    ERIC Educational Resources Information Center

    Chiu, Catania; And Others

    This study investigates the self-concept of 37 Cambodian children who have recently resettled in Richmond (Virginia) after experiencing war, turmoil, and refugee camp life in Southeast Asia. The study group consisted of 19 Cambodian males and 17 Cambodian females, whose ages ranged from 5 to 14 years. About 17 percent of the respondents were in…

  19. Enriching Self Concept Through Bicultural Approaches; Group Counseling for Chicanas. Project Mexico.

    ERIC Educational Resources Information Center

    Hernandez, Alicia

    This document outlines an integrated plan for establishing a community college counseling group exclusively for Chicanas, which focuses on strengthening self-concept in order to succeed in college. Among the objectives of the counseling program are increasing the personal power base of the counselee, enhancement of the Chicana's ethnic group…

  20. School Counselors Connecting the Dots between Disruptive Classroom Behavior and Youth Self-Concept

    ERIC Educational Resources Information Center

    Bidell, Markus P.; Deacon, Robert E.

    2010-01-01

    Students exhibiting emotional and behavioral problems in the classroom can significantly impact the learning environment and often are referred to school counselors. The purpose of this study was to evaluate the relationship between high school students' self-concept and disruptive classroom behaviors (DCB). High school students (N = 92)…

  1. Finding the "A-Ha" Moment: An Exploration into HE in FE Teacher Self-Concept

    ERIC Educational Resources Information Center

    Kadi-Hanifi, Karima; Keenan, John

    2016-01-01

    Five teachers of higher education (HE)-level courses working in the further education (FE) sector recalled critical moments which helped to form their self-concepts. The researchers used life history method to encourage the teachers to be open about their lives and how they formed their personal and professional selves. Three common themes were…

  2. Adolescent Thinking: Self-Concept, Relationships and Punk. Unit for Child Studies. Selected Papers Number 28.

    ERIC Educational Resources Information Center

    Phillips, Shelley

    Beginning with the principle that self-concept and self-esteem are learned, this paper describes the adolescent self and its social concomitants. The depiction of adolescence emphasizes adolescents' ability to think abstractly and their knowledge of the mind's ability to process, direct, and manipulate experience. In contrast with the…

  3. Self-Concepts across Two Cultures: India and the United States.

    ERIC Educational Resources Information Center

    Dhawan, Nisha; And Others

    1995-01-01

    Compared the self-concepts of 623 undergraduate students (306 Indian students in Allahabad, 317 American students in New York City) using the Twenty Statements Test. Statements were analyzed in the areas of social identity, ideological beliefs, interests, ambitions, and self-evaluation. Findings show Americans made more self-evaluation statements,…

  4. An Investigation of Self-Concept, Clothing Selection, and Life Satisfaction among Disabled Consumers

    ERIC Educational Resources Information Center

    Chang, Hyo Jung

    2012-01-01

    This dissertation investigates the relationships between various aspects of self-concept (i.e., generalized self-efficacy, public self-consciousness, state hope, and self-esteem), clothing selection (i.e., clothing that expresses individuality, clothing that improves the emotional state, clothing that camouflages the body), and life satisfaction…

  5. Adolescent Self-Concept among Chinese, Kazakh, American and American Indians.

    ERIC Educational Resources Information Center

    Sharpes, Donald K.

    Neuroscientific evidence for the underlying neuronal activity in the cerebral cortex for psychological states points to the need for an alternative physiological hypothesis for the construct of self concept. Evidence from neuroscience and hereditability studies leads to the conclusion that genetic forces may be clearly at work in the perception of…

  6. Developing Effective Classroom Management Strategies for Enhancing Self-Concept of Intermediate Alternative Education Students.

    ERIC Educational Resources Information Center

    Benony, Myrtle L.

    A practicum was designed to improve the self-concepts of intermediate grade students and reduce behavior problems in their class. The practicum was implemented for 10 weeks in an alternative education class of 14 low socioeconomic status students with moderate learning and behavior problems. The three strategies employed were: (1) daily peer group…

  7. Photographic Feedback Effects on Preschool Exceptional Children's Self-Concept and Social Competence.

    ERIC Educational Resources Information Center

    Sponseller, Doris Bergen; And Others

    The study was designed to determine whether use of an immediate photographic feedback technique by teachers can enhance self concept development and extend appropriate social activity in 46 handicapped children (aged 2-6 years) from four classrooms in two schools. During the first week all teachers completed the Social Competence Rating Scale and…

  8. The Effects of Abortion on the Self-Concept of Unwed Pregnant Teenage Women.

    ERIC Educational Resources Information Center

    Griffin, Teresa B.

    This research study compared the self-concept of women who had chosen first trimester abortion to those who were sexually active but had never experienced pregnancy. Subjects were stratified according to age groups: 13-19, 20-29, and 30 years of age and over. The sample was selected from clients of an intercity abortion agency and students of an…

  9. Incorporating Learning Motivation and Self-Concept in Mathematical Communicative Ability

    ERIC Educational Resources Information Center

    Rajagukguk, Waminton

    2016-01-01

    This research is trying to determine of the mathematical concepts, instead by integrating the learning motivation (X[subscript 1]) and self-concept (X[subscript 2]) can contribute to the mathematical communicative ability (Y). The test instruments showed the following results: (1) simple regressive equation Y on X[subscript 1] was Y = 32.891 +…

  10. Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics

    ERIC Educational Resources Information Center

    Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

    2016-01-01

    Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…

  11. Teacher Resource Guide for the Development of Positive Self-Concept in Migrant Children.

    ERIC Educational Resources Information Center

    MACRO Educational Associates, Inc., Buffalo, NY.

    Without a positive self-concept and feeling of worth, little will be accomplished in the migrant child's intellectual and psychological development. Educators must recognize this fact and realize that in order for the schools to succeed for migrants, the first priority must be given to instilling in migrant children a valuation of self. This…

  12. Adolescents' Perceptions of Chronic Self-Concept, Peer Relations, and Learning Conditions

    ERIC Educational Resources Information Center

    Liu, Weiping; Eckert, Thomas

    2014-01-01

    Based on Lewin's Field Theory, Bronfenbrenner's Bioecological Systems Theory and social network analysis, the authors collected data from 405 Chinese adolescents about their peer relations, chronic self-concept levels and learning condition variables through questionnaire distributing, and from their teachers about their annual average academic…

  13. Psychological Separation, Attachment Security, Vocational Self-Concept Crystallization, and Career Indecision: A Structural Equation Analysis.

    ERIC Educational Resources Information Center

    Tokar, David M.; Withrow, Jason R.; Hall, Rosalie J.; Moradi, Bonnie

    2003-01-01

    Structural equation modeling was used to test theoretically based models in which psychological separation and attachment security variables were related to career indecision and those relations were mediated through vocational self-concept crystallization. Results indicated that some components of separation and attachment security did relate to…

  14. The Tennessee Self Concept Scale: Reliability, Internal Structure, and Construct Validity.

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Richards, Gary E.

    The construct validity of responses to the Tennessee Self Concept Scale (TSCS) was evaluated in two sets of analyses. First, exploratory and confirmatory factor analyses, and an analysis of variance model adapted from multitrait-multimethod (MTMM) research, were used to examine the internal structure of the TSCS responses. Second, MTMM analyses…

  15. Ethnicity, Self-Concept, and School Belonging: Effects on School Engagement

    ERIC Educational Resources Information Center

    Singh, Kusum; Chang, Mido; Dika, Sandra

    2010-01-01

    This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian- and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs and to explore their differential relationship to school achievement in high-school students…

  16. Self-Concept in Young Adults with a Learning Disability from the Jewish Community

    ERIC Educational Resources Information Center

    Bunning, Karen; Steel, Gabriela

    2007-01-01

    A small pilot study was conducted to explore the self-concept of young people with a learning disability from a Jewish community in an inner city area. Four young people participated in the project. All attended a college dedicated to the further education of people with special needs from the Jewish community. Semi-structured interviews were…

  17. Parenting Styles, Young Adults' Self-Concepts, and Evaluations of Parents.

    ERIC Educational Resources Information Center

    Parish, Thomas S.; McCluskey, James J.

    1993-01-01

    Research shows that parenting style may strongly influence children's and adolescents' development. The present study reexamined this association, using a sample of 123 midwestern college students enrolled in a human development class. Participants' self-concepts varied directly with the perceived level of warmth displayed by both their fathers…

  18. Do Interracial Interactions Matter? An Examination of Student-Faculty Contact and Intellectual Self-Concept

    ERIC Educational Resources Information Center

    Cole, Darnell

    2007-01-01

    The purpose of this longitudinal, multi-institution study was to examine through multilevel analyses the influence of: (1) interracial interactions on student-faculty interactions; and (2) interracial interactions and student-faculty interactions on intellectual self-concept. Social participation and involvement theory, as they are constructed…

  19. Adventure Camp Programs, Self-Concept, and Their Effects on Behavioral Problem Adolescents

    ERIC Educational Resources Information Center

    Larson, Bruce A.

    2007-01-01

    The purpose of this study was to examine the effects of an adventure camp program on the self-concept of adolescents with behavioral problems. Subjects in the study included 61 randomly selected male and female adolescents ranging in age from 9 to 17 years with behavioral problems. The treatment group of 31 adolescents was randomly selected from a…

  20. Effects of Grade Retention on Achievement and Self-Concept in Science and Mathematics

    ERIC Educational Resources Information Center

    Ehmke, Timo; Drechsel, Barbara; Carstensen, Claus H.

    2010-01-01

    The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire…

  1. Debunking Anti-Intellectualism: An Examination of African American College Students' Intellectual Self-Concepts

    ERIC Educational Resources Information Center

    Cole, Darnell

    2011-01-01

    Framed within the debate on African American "anti-intellectualism," this study examined a longitudinal sample of 460 African American students' intellectual self-concept and college grades (GPA) through regression analyses resulting from their college experiences. The findings showed that the college environment had a modest influence on African…

  2. Cool Girls, Inc. and Self-Concept: The Role of Social Capital

    ERIC Educational Resources Information Center

    Thomason, Jessica D.; Kuperminc, Gabriel

    2014-01-01

    Social capital was examined as a mediator of the association between youth development program participation and gains in self-concept in a sample of 86 primarily African American female adolescents in the Cool Girls, program, and 89 comparisons. Two dimensions of social capital (the diversity of girls' social networks and the number of life…

  3. Insights into Self-Concept of the Adolescents Who Are Visually Impaired in India

    ERIC Educational Resources Information Center

    Halder, Santoshi; Datta, Poulomee

    2012-01-01

    The study aims to explore the nature of selected domains of self-concept (namely behaviour, Intellectual and school status, physical appearance and attributes, anxiety, happiness and satisfaction) of the sighted adolescents and the adolescents with a visual impairment. The sample (N = 160) have been drawn by simple random sampling from 100 sighted…

  4. Dietary Habits and Physical Self-Concept of Elite Rhythmic Gymnasts

    ERIC Educational Resources Information Center

    Boros, Szilvia

    2009-01-01

    Study aim: To identify main differences in nutrient patterns, food preferences and physical self-concept between the world's elite rhythmic gymnasts and untrained controls. Material and methods: A group of elite rhythmic gymnasts (n = 103) aged 15-21 years volunteered to participate in the study during the 2003 World Championships in Rhythmic…

  5. 100 Ways to Enhance Self-Concept in the Classroom: A Handbook for Teachers and Parents.

    ERIC Educational Resources Information Center

    Canfield, Jack; Wells, Harold C.

    This handbook for teachers and parents presents 100 practical and easily applicable ways to enhance the self-concept of children in the classroom or at home. The techniques are drawn from many of the newer approaches to self-development such as gestalt therapy, psychosynthesis, guided fantasy, sensory awareness, transactional analysis, expressive…

  6. Sex-Role, Self-Concept and Power in Intimate Relationships.

    ERIC Educational Resources Information Center

    Falbo, Toni; Peplau, Letitia Anne

    Research with a two-dimensional model of power strategies used in intimate relationships has found that men are more likely to report using direct bilateral strategies, while women are more likely to report using indirect, unilateral strategies. The relationships among sex-role, self-concept, and the power strategies used in intimate relationships…

  7. Self Concept: Should We Follow Cognitive or Social Construction with Students with Disabilities?

    ERIC Educational Resources Information Center

    Rader, Laura

    2010-01-01

    Initial investigations into the development of self-concept have been largely descriptive and focused primarily on the concept of self-representation, namely, how the me-self evolves across childhood and adolescence. Investigators sought to document developmental differences in self-representation through coding of spontaneously generated…

  8. Age and Gender Differences in the Relation between Self-Concept Facets and Self-Esteem

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Hasselhorn, Marcus

    2014-01-01

    This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in…

  9. The Internationalisation of Higher Education: Perspectives on Self-Conceptions in Teaching

    ERIC Educational Resources Information Center

    Korhonen, Vesa; Weil, Markus

    2015-01-01

    In this article, we aim to identify university teachers' experiences of their roles and practices in different internationalising higher education environments. Reflections on the university teachers' self-conceptions are examined using a specific story-writing assignment and content analysis of the stories teachers produce. The method was adapted…

  10. Longitudinal Factor Structure of General Self-Concept and Locus of Control among High School Students

    ERIC Educational Resources Information Center

    Wang, Ze; Su, Ihui

    2013-01-01

    This study examined the longitudinal factor structure of general self-concept and locus of control among high school students over a 4-year period, with data from the National Educational Longitudinal Study of 1988. Measurement invariance was tested over time and across gender and ethnic groups; second-order piecewise latent growth models were…

  11. Self-Concept in Arab American Adolescents: Implications of Social Support and Experiences in the Schools

    ERIC Educational Resources Information Center

    Tabbah, Rhonda; Miranda, Antoinette Halsell; Wheaton, Joe E.

    2012-01-01

    The purpose of this study was to investigate three domains (Scholastic Competence, Social Acceptance, and Global Self-Worth) of self-concept in Arab American adolescents in relation to their school experiences, including discrimination, self-perceived teacher social support, and self-perceived classmate social support. Half of the sample either…

  12. Warning: This Television Advertisement May Be Hazardous to Your Self-Concept.

    ERIC Educational Resources Information Center

    Bedore, Joan M.

    A study which reviewed the research literature analyzed the relationship between television advertisements and the lowering of the self concept. Although television advertising has a relatively short history, today a person can hardly escape from it. Advertisements are specifically targeted to age-related and demographic groups. By focusing on…

  13. Impact of Student Leadership Engagement on Early Adolescents' Self-Concepts

    ERIC Educational Resources Information Center

    Hollar, Christine Lynn

    2014-01-01

    This study represents a paradigm shift in an attempt to examine early adolescent self-concept while in a student leadership role. Positive Youth Development intertwined with Personal Construct Theory and Social Learning Theory framed the study. Students from a rural Wisconsin high school participated in a two-day leadership retreat. The…

  14. Self-Concept and Mathematics Achievement: Modeling the Relationship under the Language Pressure in Hong Kong

    ERIC Educational Resources Information Center

    Wang, Jianjun

    2004-01-01

    Located at a meeting place between the West and the East, Hong Kong has been chosen in this comparative investigation to reconfirm a theoretical model of "reciprocal relationship" between mathematics achievement and self-concept using the 8th grade databases from TIMSS and TIMSS-R. During the time between these two projects, Hong Kong…

  15. The Relationship of Self-Concept, Objective Appearance and Profile Self-Perception.

    ERIC Educational Resources Information Center

    Korabik, Karen; Pitt, Edward J.

    Two hundred seven parents of patients at the St. Louis University Orthodontic Clinic chose ideal male and female profiles from groups of five profile drawings ranging from severely retregnathic to severely prognathic. In addition, they completed a self concept questionnaire (Bills Index of Adjustment) and picked from the profile drawings of the…

  16. Self-Concept and Psychological Adjustment Differences Between Self-Identified Male Transexuals and Male Homosexuals

    ERIC Educational Resources Information Center

    Roback, Howard B.; And Others

    1977-01-01

    Self-concept and adjustment data from anatomical males seeking sexual reassignment surgery were compared with that from a male homosexual group. Findings indicated that the homosexual group had a better self-image and was better adjusted than the sex change group. (Author)

  17. Adaptive Change in Self-Concept and Well-Being during Conjugal Loss in Later Life

    ERIC Educational Resources Information Center

    Montpetit, Mignon A.; Bergeman, C. S.; Bisconti, Toni L.; Rausch, Joseph R.

    2006-01-01

    The present study examines the association between the self-concept and adaptation to conjugal loss; the primary aim was to explore whether those individuals high in self-esteem, environmental mastery, and optimism have more adaptive resources with which to ameliorate the detrimental sequelae of bereavement. Analyses were conducted on data…

  18. Expectancy, Achievement, and Self-Concept Correlates in Disadvantaged and Advantaged Youths.

    ERIC Educational Resources Information Center

    Soares, Anthony T.; Soares, Louise M.

    This study sought to determine the self-concept level, expectancy of success in school subjects, and actual achievement in those subjects of disadvantaged youths in high school in comparison to advantaged boys. The subjects (Ss) consisted of 100 disadvantaged and 100 advantaged boys from an urban integrated high school. No Ss were in the college…

  19. Development of Self-Concept in Chilean, Mexican, and United States School Children.

    ERIC Educational Resources Information Center

    Velasco-Barraza, Carlos R.; Muller, Douglas

    1982-01-01

    Development of self-concept, self-esteem, and self-ideal was examined in second, fourth, sixth, and eighth graders (approximately 50 boys and 50 girls in each grade) from Chile, Mexico, and the United States. Results suggest there are substantial similarities in such development across national groups; there is a tendency for differences between…

  20. Tracking Effects Depend on Tracking Type: An International Comparison of Students' Mathematics Self-Concept

    ERIC Educational Resources Information Center

    Chmielewski, Anna K.; Dumont, Hanna; Trautwein, Ulrich

    2013-01-01

    The aim of the present study was to examine how different types of tracking--between-school streaming, within-school streaming, and course-by-course tracking--shape students' mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After…