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Desempenho escolar e autoconceito de estudantes da educação de jovens e adultos; Academic performance and self-concept of students in adults and youth education

Andresa Aparecida Ferreira
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 16/12/2013 PT
Relevância na Pesquisa
66.15%
O presente estudo teve como intuito investigar o desempenho escolar e o autoconceito de jovens e adultos que estão sendo submetidos ao processo de alfabetização. Grande parte dos estudos que se propuseram a analisar estas variáveis se detiveram a investigar crianças e jovens que cursam a escola na idade regular. A escassez de dados empíricos relativos aos estudantes adultos, que retornam à escola em idade não regular, quanto às variáveis de desempenho escolar e/ou emocionais, como o autoconceito, estão presentes tanto na literatura internacional quanto nacional. Nesse sentido, o presente trabalho teve como objetivo investigar o perfil de estudantes pertencentes ao programa de Educação de Jovens e Adultos ¿ EJA, seu desempenho escolar e autoconceito. O estudo foi realizado com estudantes que participam da EJA em escolas públicas da rede de ensino municipal, de uma cidade do interior do estado de São Paulo. A amostra foi composta por 67 participantes que responderam a um questionário que investigava o perfil dos estudantes e instrumentos de avaliação do autoconceito e desempenho escolar. Para fins de análise os participantes foram divididos em três grupos, em função da faixa etária: grupo 1 (14 a 24 anos de idade); grupo 2 (27 a 38 anos de idade) e grupo 3 (40 a 61 anos de idade). A análise foi realizada através de estatística descritiva e pelo teste de Kruskall-Wallis para comparação entre grupos. Os resultados apontaram que os estudantes...

A organização do autoconceito : análise da estrutura hierárquica em adolescentes; Self-concept organization : analysis of hierarchical structure in adolescents

Peixoto, Francisco José Brito; Almeida, Leandro S.
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Artigo de Revista Científica
Publicado em //2011 POR
Relevância na Pesquisa
76.14%
Este estudo tem como objectivo principal a análise da estrutura hierárquica do autoconceito em adolescentes e, adicionalmente, a comparação dessa estrutura em alunos com e sem repetência no seu passado escolar. Participaram no estudo 943 alunos portugueses do 7º, 9º e 11º ano de escolaridade, que responderam a uma escala de autoconceito e de auto-estima. Os resultados obtidos sustentam a ideia de uma organização hierárquica do autoconceito e um modelo que subdivide o autoconceito em quatro factores de ordem superior. Os resultados sugerem, ainda, uma associação entre a dimensão comportamento e diferentes dimensões de ordem superior, nomeadamente as duas dimensões do autoconceito académico e o autoconceito social. Os resultados divergem quando tomamos alunos com maior e menor sucesso escolar, justificando maior atenção na investigação e na intervenção a este aspecto.; The main goal of this research is to analyze the hierarchical structure of self-concept in adolescents and, additionally, to compare this structure in students who have failed in their academic career and in those who have not. Nine hundred and forty-three Portuguese students from the 7th, 9th and 11th grades participated in the research. They completed self-concept and self-esteem scales. Results support the assertion that self-concept is hierarchically structured...

"Is it beneficial to stress grades to my child?" - Relationships between parental attitudes towards academic achievement, motivation, academic self-concept and academic achievement in adolescents

Peixoto, Francisco José Brito
Fonte: European Research Network about Parents in Education Publicador: European Research Network about Parents in Education
Tipo: Artigo de Revista Científica
Publicado em //2011 ENG
Relevância na Pesquisa
76.26%
In this study we analyse the relations of parental attitudes towards academic achievement (process-centred vs. performance-centred) with self-representations, motivational orientations and academic achievement. Participants were 498 students attending 7th and 9th grades. To collect data we used a self-concept scale (Peixoto & Almeida, 1999), a scale of motivational orientations (Skaalvik, 1997), and a scale to assess parental attitudes towards academic performance (Antunes & Fontaine, 2003). Correlation analysis showed positive associations between processes centred attitudes and academic self-concept, self-esteem, task orientation, and academic achievement. Performance centred attitudes were negatively correlated with academic self-concept, self-esteem and academic achievement, and positively related to selfenhancing ego orientation, self-defeating ego orientation and avoidance orientation. Structural equation modelling revealed different paths, in the relationship between parental attitudes and academic achievement, for process centred attitudes and for performance centred attitudes. Results in this study support the idea that the perception of parental attitudes centred in the process are related to positive outcomes while parental attitudes centred on performance are related to less positive outcomes. Finally...

“Os meus pais só me criticam” – Relações entre práticas educativas parentais (perfecionismo e crítica) e a autoestima, o autoconceito académico, a motivação e a utilização de estratégias de self-handicapping

Reis, Ivone Guadalupe; Peixoto, Francisco José Brito
Fonte: ISPA - Instituto Universitário Publicador: ISPA - Instituto Universitário
Tipo: Artigo de Revista Científica
Publicado em //2013 POR
Relevância na Pesquisa
66.15%
Os trabalhos sobre práticas educativas parentais têm evidenciado a existência de uma relação com o ajustamento académico e social de crianças e adolescentes. Neste estudo pretendemos analisar a relação entre as práticas educativas parentais crítica e perfecionismo, percecionadas pelos estudantes, e a autoestima, o autoconceito, as orientações motivacionais e o uso de estratégias de self-handicapping. Participaram 170 adolescentes do 7º, 8º e 9º ano de um colégio particular da zona da grande Lisboa, que responderam ao Critical Parenting Inventory (Randolph & Dyckman, 1998, adaptada por Miguel, 2010), a uma escala multidimensional de perfecionismo (Soares, Gomes, Macedo, & Azevedo, 2003, adaptada por Miguel, 2010), a uma escala de autoconceito e autoestima (Peixoto & Almeida, 1999) a uma escala de orientações motivacionais (Skaalvik, 1997, adaptada por Peixoto, Mata, & Monteiro, 2008) e a uma escala de self-handicapping académico (Martin, 1998, adaptada por Borralho, 2005). Os resultados das diversas análises efetuadas permitem mostrar que os alunos que percecionam os seus pais como sendo perfecionistas e críticos relativamente ao seu desempenho académico apresentam autoestima mais baixa, autoconceito mais baixo...

Autoconceito académico e auto-estima em alunos com insucesso escolar

Pereira, Estevão Manuel Machado
Fonte: Instituto Universitário de Ciências Psicológicas, Sociais e da Vida Publicador: Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
Tipo: Dissertação de Mestrado
Publicado em //2008 POR
Relevância na Pesquisa
66.25%
Desde os anos cinquenta que se sucedem estudos para relacionar o autoconceito académico e a auto-estima com os resultados escolares. Sabe-se hoje, que uma criança quando entra para a escola, começa a formar o seu autoconceito baseada nos seus resultados escolares, com a sua evolução, atinge uma fase em que é o autoconceito por si formado que influencia os resultados que obtém (Rodrigues, 1994 citado por Simão 2005). Segundo Peixoto (2004) são vários os estudos que demonstram a inexistência de uma relação directa entre a auto-estima e insucesso escolar, por outro lado comprovam que os resultados escolares ((in)sucesso escolar) pode afectar o autoconceito. O objectivo deste estudo é verificar se o autoconceito académico e a auto-estima são menores em alunos com insucesso escolar do que em alunos com sucesso escolar. A amostra é constituída por 77 participantes, de 3 escolas diferentes, seleccionados segundo dois critérios: terem idades compreendidas entre os 13 e os 16 anos inclusive; e terem insucesso escolar, que neste trabalho estipulou-se que seriam alunos com 2 ou mais repetências de ano de escolaridade. Utilizou-se a escala de autoconceito e auto-estima (Peixoto & Almeida, 1999) (anexo1), e procedeu-se ao tratamento estatístico dos dados através do SPSS. Pretendeu-se verificar se existiam diferenças significativas...

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

Okeke, Ndidi A.; Howard, Lionel C.; Kurtz-Costes, Beth; Rowley, Stephanie J.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /08/2009 EN
Relevância na Pesquisa
66.15%
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.

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

Evans, Ashley B.; Copping, Kristi; Rowley, Stephanie J.; Kurtz-Costes, Beth
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /04/2011 EN
Relevância na Pesquisa
66.15%
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.

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

Van Soom, Carolien; Donche, Vincent
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 12/11/2014 EN
Relevância na Pesquisa
66.25%
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...

An investigation of self-concept, test anxiety and support services among students with vision impairment and students with intellectual disability in South Australia.

Datta, Poulomee
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2013
Relevância na Pesquisa
66.18%
There is an absence of research in Australia on self-concept and test anxiety in students with disabilities although testing is taken for granted among students without disabilities. This study investigated the self-concept and test anxiety of the students in each of two disability groups, those with vision impairment and those with intellectual disability who were placed in specialist and mainstream educational settings in South Australia. The qualitative study aimed to gain insights into what students with vision impairment and those with intellectual disability felt about themselves and their achievements across the different dimensions of self-concept and to understand the nature and extent of their anxiety in test situations. In addition, it sought to examine how far the support services provided in schools proved helpful to students with vision impairment and those with intellectual disability. This research was divided into two stages of execution. In Stage 1, the ‘Tennessee Self- Concept Scale: Second Edition’ and the ‘Test Anxiety Inventory’ were administered to 25 students with vision impairment and 20 students with intellectual disability. In Stage 2, interviews were conducted with 14 students with vision impairment and nine students with intellectual disability...

Actividades extraescolares y rendimiento académico: diferencias en autoconcepto y género; Extracurricular activities and academic performance: gender differences and self-concept differences

Carmona Rodríguez, Carmen; Sánchez Delgado, Purificación; Bakieva, Margarita
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
Relevância na Pesquisa
66.19%
The aim of this study was to examine the impact of the type of self-concept (academic and general) and extracurricular activities on academic performance among primary school students (N = 1708), and to determine the differences of this relationship in terms of gender. We used a cluster sampling stratified into two stages and gave standardized achievement tests and ad-hoc instrument designed for academic and general self-concept and extracurricular activities. The results showed that respondents who engaged in academic extracurricular activities such as language and computer performed better in all academic subjects. Those who took music and sports also scored better in some subjects. In conclusion, we should highlight the differences regarding the relationship between self-concept and school activity, and the different patterns in boys and girls that future research should tackle.; El propósito de este estudio fue examinar la relación entre tipo de autoconcepto (académico y general) y realización de actividades extraescolares en el rendimiento académico en alumnos de Educación Primaria (N = 1708), así como determinar las diferencias de esta relación en cuanto al género. Se utilizó un sistema de muestreo por conglomerados y estratificado en dos etapas...

A complexidade do self e a sua relação com o autoconceito académico, auto-estima e rendimento académico

Leal, Ana Lia Fernandes
Fonte: Instituto Universitário de Ciências Psicológicas, Sociais e da Vida Publicador: Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
Tipo: Dissertação de Mestrado
Publicado em //2012 POR
Relevância na Pesquisa
66.23%
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário; O modelo da complexidade do self sugere que a forma como um sujeito organiza cognitivamente o seu autoconceito, pode ajudá-lo a enfrentar condições adversas. No entanto, poderá a complexidade do self estar relacionada com o percurso escolar de um adolescente? Neste estudo, tentamos perceber a relação da complexidade do self com a auto-estima, com o autoconceito e com o autoconceito académico. Pretendemos igualmente estudar a relação da complexidade do self com o desenvolvimento do adolescente, e também, a relação do rendimento académico do adolescente com a auto-estima e com a complexidade do self total. Participaram 230 alunos do 7º, 8º e 9º ano de uma escola pública do distrito do Porto, dos quais 42 já tinham reprovado pelo menos uma vez. Os valores de complexidade do self total variaram entre o 0 e o 2.18, tendo sido mencionados uma média de 6 aspectos do self por aluno. Os resultados mostraram que a complexidade do self apenas se demonstrou associada ao autoconceito académico. Por outro lado, os alunos do 9º ano demonstraram possuir uma complexidade do self mais desenvolvida que os do 7º ano. Relativamente ao rendimento académico, não foram detectadas diferenças de auto-estima nem de complexidade do self total entre alunos com e sem reprovações.; Abstract: V Abstract The self-complexity model suggests that the way a person cognitively organize their self-concept...

Práticas educativas parentais (perfecionismo e crítica), autoestima, autoconceito académico, motivação e self-handicapping

Reis, Ivone de Guadalupe Felício dos
Fonte: Instituto Universitário de Ciências Psicológicas, Sociais e da Vida Publicador: Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
Tipo: Dissertação de Mestrado
Publicado em //2012 POR
Relevância na Pesquisa
66.19%
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário; Os trabalhos sobre práticas educativas parentais têm evidenciado a existência de uma relação, com a autoestima, o autoconceito, orientações motivacionais e o uso de estratégias de self-handicapping. Este estudo teve como principal objetivo analisar a relação entre as práticas educativas parentais critica e perfecionismo percecionadas pelos estudantes, com a autoestima, o autoconceito, as orientações motivacionais e o uso de estratégias de self-handicapping. Concomitantemente analisou-se a relação entre o uso de estratégias de self-handicapping e a autoestima, o autoconceito e orientações motivacionais. Participaram no estudo 170 adolescentes do 7º, 8º e 9º ano de um colégio particular da zona da grande Lisboa, que responderam ao Critical Parenting Inventory (Randolph & Dyckman, 1996, adaptada por Miguel, 2010), a uma escala multidimensional de perfecionismo, (Soares, Gomes, Macedo & Azevedo, 2003, adaptada por Miguel, 2010), a uma escala de autoconceito e autoestima (Peixoto & Almeida, 1999) a uma escala de orientações motivacionais (Skaalvik, 1997, adaptada por Peixoto, Mata & Monteiro, 2008) e a uma escala de self-handicapping académico (Martin...

Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in Greater Toronto Area (GTA) secondary schools

Areepattamannil, Shaljan
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 8337603 bytes; application/pdf
EN; EN
Relevância na Pesquisa
96.28%
This study examined the academic achievement, academic self-concept, and academic motivation of 573 immigrant and non-immigrant adolescents in two public secondary schools in the Greater Toronto Area (GTA). Multivariate analyses revealed statistically significant differences between immigrant and non-immigrant adolescents with respect to their academic achievement, academic self-concept, and academic motivation. In addition, supplemental exploratory analyses indicated significant ethnic group differences in academic achievement, academic self-concept, and academic motivation. Surprisingly and importantly, analyses showed the absence of statistically significant gender differences among immigrant adolescents in terms of their academic achievement, academic self-concept, and academic motivation. Results from multiple linear regression analyses provided support for the Self-Description Questionnaire II as a measurement to be used with both immigrant and non-immigrant adolescents. In contrast, support for the Academic Motivation Scale, which is based on the Self-Determination Theory, was not adequately substantiated in the current research for either immigrants or non-immigrants.; Thesis (Master, Education) -- Queen's University, 2007-11-20 10:34:07.043

ACADEMIC SELF-CONCEPT, ACADEMIC MOTIVATION, ACADEMIC ENGAGEMENT, AND ACADEMIC ACHIEVEMENT: A MIXED METHODS STUDY OF INDIAN ADOLESCENTS IN CANADA AND INDIA

Areepattamannil, Shaljan
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
66.29%
This study, employing sequential explanatory mixed methods research design, examined: 1) the academic self-concept, academic motivation, and academic achievement of Indian immigrant adolescents in Canada in comparison to their peers in India; 2) the mediational role of academic motivation in the association between academic self-concept and academic achievement among Indian immigrant adolescents and Indian adolescents; and 3) the perspectives, beliefs, and recommendations of Indian immigrant adolescents and Indian adolescents in regard to classroom environments/instructional practices affecting their academic engagement and achievement. Surveys were administered among secondary students in Canada (N = 355) and India (N = 363) to assess their academic self-concepts, academic motivation, and academic achievement. Eight focus group interviews were conducted, four each in Canada and India, to glean the perceptions and views of Indian immigrant and Indian adolescents. Descriptive discriminant analysis (DDA) revealed that the Indian immigrant adolescents in Canada did not differ markedly from their counterparts in India. When non-standardized GPA scores were used, English and overall school GPAs and verbal self-concept were associated with group separation in DDA. When standardized GPA scores were used...

La influencia del autoconcepto académico en el rendimiento escolar de las asignaturas de lengua castellana y matemáticas. Caso de los estudiantes del grado ocho tres de la institución educativa técnico Rafael García - Herreros del municipio de Bucaramanga

Barajas Merchán, Aura Juliana; Rey Moreno, Herminia
Fonte: Ibagué : Universidad del Tolima, 2014; Facultad de Ciencias de la Educación, Maestría en Educación Publicador: Ibagué : Universidad del Tolima, 2014; Facultad de Ciencias de la Educación, Maestría en Educación
Tipo: Trabajo de grado - Maestría; Text; info:eu-repo/semantics/masterThesis; info:eu-repo/semantics/submittedVersion Formato: application/pdf
SPA
Relevância na Pesquisa
66.23%
129 Páginas; Recurso Electrónico; En la búsqueda de los factores que inciden en el porcentaje de estudiantes con rendimiento académico bajo surge el presente trabajo de investigación cuyo objetivo general es: Determinar la influencia del autoconcepto académico en el rendimiento escolar de las asignaturas de lengua castellana y matemáticas de los estudiantes del grado ocho tres de la Institución Educativa Técnico Rafael García-Herreros del municipio de Bucaramanga. A su vez en la fundamentación teórica se revisan algunos antecedentes a nivel internacional, nacional y regional. Se precisa conceptualmente las categorías rendimiento escolar y autoconcepto académico que permiten hacer las inferencias al trabajo empírico- investigativo. Después se diseña la metodología investigativa conducentes a la obtención de los datos que posibilitan el análisis de los mismos y la obtención de inferencias y conclusiones que conlleven al mejoramiento de la calidad educativa de la población escolar. La metodología se plantea desde un enfoque cuantitativo. Tiene un diseño de estudio de casos 34 estudiantes, 21 mujeres y 13 hombres, se analiza únicamente en las clases de lengua castellana y matemáticas. El alcance es descriptivo- correlacional. Como instrumentos se aplican los cuestionarios de Coopersmith y Brookover adaptados por José Luis García Castro y los resultados académicos (Notas). Dentro de los resultados se determina que es verdadera la hipótesis uno: El nivel del autoconcepto académico influye en el rendimiento escolar en las asignaturas de lengua castellana y matemáticas. Se establece una relación directamente proporcional...

Differential manifestations of self-concept in the portuguese senior high-school education; Manifestações diferenciais do autoconceito no fim do ensino secundário português

Faria, Luísa; Azevedo, Ângela Sá
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto Publicador: Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/12/2004 POR
Relevância na Pesquisa
76.26%
649 alunos do Ensino Secundário (60,4% sexo feminino, 39,6% masculino) foram avaliados em aspectos diferenciais do autoconceito, perspectiva multidimensional, segundo as variáveis idade, sexo, nível sócio-profissional, sócio-cultural, cursos, agrupamento de estudos, retenções escolares, participação em acções de orientação vocacional. Utilizou-se a adaptação portuguesa do Self-Description Questionnaire III de Marsh. RESULTADOS: os alunos mais novos apresentam autoconceito superior nas três dimensões acadêmicas, nas relacionadas com Honestidade/Fiabilidade e Estabilidade Emocional; diferenças no Autoconceito Acadêmico favorecem as raparigas e no Não-Acadêmico os rapazes; as diferenças no Acadêmico favorecem alunos de cursos de carácter geral e do agrupamento 1; no Autoconceito de Honestidade/Fiabilidade favorecem os que frequentam cursos de carácter geral; as diferenças em todas as dimensões acadêmicas e na Honestidade/Fiabilidade favorecem alunos sem retenções; diferenças em função da participação em orientação vocacional favorecem os que frequentaram acções de orientação no Autoconceito Não Acadêmico. Discutem-se os resultados comparando com estudos anteriores no contexto português.; 649 Secondary Students (60.4% females and 39.6% males) were evaluated in different aspects of individuals' self-concept...

Effect of participation in a self-understanding curriculum on the academic self-concept of children with learning disabilities

Peters, Naomi
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
76.2%
This study examined the effect of participation in a self-understanding program on the academic self-concept of students with learning disabilities in a rural, upstate New York, school district. Sixteen students between the ages of 8 to 11 were randomly assigned to one of four groups. In order to control for history and maturation, a Solomon Four-Group Design was used. Results of the 2X2 ANOVA indicate that participation in the six-week self-understanding group did not significantly increase the participants' academic self-concept scores. Results of the one way ANOVA indicate that the difference between the change in score from pretest to posttest between the treatment group and control group was significantly greater for the treatment group, suggesting that when not controlling for testing, the students in the pre/post test treatment group made significant gains on their academic self-concept score. The results of the present study should be treated with caution because the small sample size was small. Therefore, future research should be conducted to further investigate the existence of a relationship between participation in a self-understanding group and ones' academic self-concept.

The Effects of grouping and curriculum on the self-concept of gifted children

Beaman, Valerie A.
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
86.26%
The Big-Fish-Little-Pond Effect predicts gifted students educated in heterogeneous settings develop higher academic self-concept than those educated in homogeneous settings. Academic self-concept of students in multi-age classroom using the Primary Years International Baccalaureate Program (Primary IB) was compared to academic self-concept of students in single-aged classroom learning traditional curriculum. Data were collected (N=65) on third and fourth-graders using the Self-Description Questionaire (Marsh, 1992). It was hypothesized that gifted and non-gifted students educated in multi-age classrooms taught with Primary IB have higher academic self-concept than children in single age classrooms. Results of 2x2 ANOVA indicated no significant differences between gifted and non-gifted students in these settings. In this study, academic grouping and curriculum have no significant effect on student's academic self-concept.

Autoconceito, habilidades sociais, problemas de comportamento e desempenho acadêmico na puberdade: inter-relações e diferenças entre sexos; Self-concept, social skills, behavior problems and academic achievement during puberty: inter-releatedness and sex-related differences

Pereira, Camila de Sousa; Universidade Federal de São Carlos; Cia, Fabiana; Universidade Federal de São Carlos; Barham, Elizabeth Joan; Universidade Federal de São Carlos
Fonte: UFPR Publicador: UFPR
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; avaliado por pares; Formato: application/pdf
Publicado em 01/09/2009 POR
Relevância na Pesquisa
66.18%
The objectives of this study included: (a) a comparison of girls and boys self-concept, social skills, behavior problems and academic achievement during puberty and (b) an evaluation of the relations among these factors. Participants included 68 fifth-grade, public-school students (all aged 11), from five separate classes, and their five homeroom teachers. To evaluate their self-concept, the students filled out the Self-Description Questionnaire I; to evaluate the students’ social skills, behavior problems and academic achievement, their teachers filled out a Brazilian version of the Social Skills Rating System, which also evaluated these three factors. Student’s t-tests were used to compare boys and girls across the four different measures while Pearson correlations were used to examine the relations between the factors. The results revealed several differences related to the sex of the participants, and various important relationships among the variables.   Keywords: self-concept; social skills; behavior problems; academic achievement; puberty.; Este estudo teve como objetivos: (a) comparar o autoconceito, as habilidades sociais, os problemas de comportamento e o desempenho acadêmico, entre alunos do sexo masculino e feminino...

Development of an academic self concept for adolescents (ASCA) scale

Ordaz-Villegas,Gabriela; Acle-Tomasini,Guadalupe; Reyes-Lagunes,Lucina Isabel
Fonte: Asociación Mexicana de Comportamiento y Salud, A.C. Publicador: Asociación Mexicana de Comportamiento y Salud, A.C.
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
Relevância na Pesquisa
96.24%
Academic self-concept is the perception that a student has about his/her own academic abilities, constitutes one of the most relevant variables in the academic world, because of its influence on learning and cognitive functioning. Self-concept is a general assessment; nevertheless the current measurement instruments used for this construct are specific rather than general. Thus the purpose of this study was to construct and validate an academic self-concept scale with global dimensions, focused on teenager students. In its first stage, an open questions survey was designed to be applied with the intent of knowing the academic activities inside and outside the school. Afterwards, a closed questions survey was applied to a sampling consisting of 347 students ranging 14 to 18 years old from a public high school, east of México City. After obtaining the internal consistency and the items differentiation, a factorial analysis with orthogonal rotation was developed. The results grouped 16 items in 4 factors: self-regulation, general intellectual abilities, motivation and creativity. The scale shows 44.72% of a varying with a global Cronbach Alpha of .828. The present study contributes with an innovative scale with appropriate psychometric features...