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Sunday, July 26, 2020 | History

2 edition of Self-concept comparisons among students of varying academic abilities found in the catalog.

Self-concept comparisons among students of varying academic abilities

Karen Loyer

Self-concept comparisons among students of varying academic abilities

by Karen Loyer

  • 325 Want to read
  • 26 Currently reading

Published .
Written in English

    Subjects:
  • Self-perception in children -- Comparative studies

  • Edition Notes

    Statementby Karen Loyer
    The Physical Object
    Paginationii, 68 leaves ;
    Number of Pages68
    ID Numbers
    Open LibraryOL14635862M

    The article reviews empirical studies which emphasize that the relationship of self-concept and interpersonal communication skills to academic achievement. students from eight schools in Johor Bahru were picked at random using the simple random method. Self-Esteem and Self-Concept Clarity: Research in Adulthood Overall, both self-esteem and self-concept clarity reflect positive psychological adjustment. However, associations with behavioral and academic adjustment remain unclear. Further, self-esteem and self-concept clarity have mostly been examined in separate studies.

    Keywords: Self-concept, personality, academic achievement Introduction At present, the development of self concept among the students is worrying. Most students have low self concept and they are so passive and negative, that affects their academic achievements in schools. General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for "Causes" of Self-Concept CHARLES K. WEST, JAMES A. FISH AND ROBERT J. STEVENS" The research on relationships between general self-conceptand school achieve­ ment and between self-concept of academic ability and school achievement was reviewed.

      The result of the influence of these factors can be positive or negative level of self-concept and that level of self-concept may greatly affect the academic performance of the students. It is necessary for this study to be conducted so that the educators will be aware of how the student’s self-concept affect his academic performance. esteem while a negative self-concept is often synonymous with a lack of feelings of personal worthiness and self-acceptance. In the context of the classroom, research has shown that a persistent and significant relationship exists between the self- concept and academic performance. Self-concept affects learning.


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Self-concept comparisons among students of varying academic abilities by Karen Loyer Download PDF EPUB FB2

The model assumes that students use both types of standards, implying that opposing effects may cancel out. Accordingly, the Shavelson et al. () model has been reformulated by assuming that students hold math-related and verbal-related academic self-concepts, but no general academic self-concept (Marsh and Shavelson ).

Academic self-concept represents how students feel about themselves as learners in school contexts (Hoge & Renzulli, ) and has implications for both student achievement and well-being (e.g., Altmann & Dupont, ; Marsh, ; Marsh, Smith, & Barnes, ).As a measure of students’ confidence in their academic abilities, their academic self-concept informs their perception Cited by: Locus of control, academic self-concept, and academic dishonesty among high ability college students Anne N.

Rinn1 and Janette Boazman2 Abstract: 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 File Size: KB.

The development of positive academic self-perceptions is an important goal of school education because self-perceptions are believed to play a critical role in students' performance on school.

A Structural Equation Modelling of the Academic Self-Concept Scale / Matovu conventionally accepted criteria for deciding what constitutes a good fit model, that is, (a) reasonableness of the estimates, (b) consistence of the model that collected data, =File Size: KB.

The purpose of this research was to determine the relationship between the academic self-concept and academic performance. The sample consists of students from 10 high schools were chosen by using multistage cluster sampling method.

The data collection instrument for academic self-concept was a researcher made questionnaire. Self-concept of University Students and Their Motivation results of some studies indica te that the positive perception o f one’ s own abilities is a signi cant condition fo r the origin and.

The original academic self-concept scale by Liu and Wang () was used which had to two sub scales; ûa ü academic confidence, and ûb ü academic effort, each with 10 items to collect the students’ academic self-concept information.

The items included both negatively and positively worded items to avoid the same answers from the students. Self-concept is distinguishable from self-awareness, which refers to the extent to which self-knowledge is defined, consistent, and currently applicable to one's attitudes and dispositions.

Self-concept also differs from self-esteem: self-concept is a cognitive or descriptive component of one's self (e.g."I am a fast runner"), while self-esteem is evaluative and opinionated (e.g. academic self-concept, motivation and academic achievement at the University of the Free State.

The primary aim of this study was to determine if academic self-concept and motivation of quantity surveying students at the University of the Free State could predict their level of academic achievement.

The sample was selected by means of consampling. Recent studies of the self-concept of academic ability, described by W. Brookover inare reviewed. The self-concept of academic ability is defined as the individual's assessment of his or her ability to learn in the school context in comparison to relevant others in the school.

A scale--the Self-Concept of Academic Ability Scale--was developed in by Brookover. : Self-concept and Academic Achievement: Research Evidence for Adolescents in Secondary Schools (): Ignatius Isaac Dambudzo: Books.

tency within these areas. Self-esteem was the highest among students who rated their best areas as also the most important. Historically, self-concept research has emphasized a global construct such as general self-concept. Typically, a composite score was computed by summing self-concept responses from standardized instruments toward var.

Given that self-concept and school performance mutually influence each other, teachers and parents should aim to improve both academic achievement and self-concept in students and address potential mediators. Efforts to enhance self-concept or school performance alone can be expected to be transitory (Marsh & Craven, ).

show a significant correlation between self-concept, study habit and academic achievement of students. A significant difference is found between students at the higher secondary level in state, matriculation and central board schools, pertaining to self-concept, study habit and academic achievement.

Self-Concept In addition to supporting students’ academic achievement, another role of the school counselor is to remove barriers to students’ success (ASCA, b). Self-concept includes how the child perceives and understands him or herself, as well as the child’s perception of how others see him or her.

Self-Concept and Students' Academic Performance: Effects of Self-Concept on Academic performance of form three Junior High School students within Elmina Township, Ghana [John Ekow Laryea] on *FREE* shipping on qualifying offers.

This is the first research work ever conducted to determine the effects of self-concept on academic performance of Junior High School form three. Some Relationships Between Level of Self-Concept, Academic Achievement and Class-room Adjustment," (Ph.D. Thesis Denton: North Texas State College, ).

6 Richard J. Morse, " Self-Concept of Ability, Significant Others and School Achievement of Eighth Grade Students: A Comparative Investigation of Negro and.

observed that self-concept and academic achievement are interrelated. Simultaneously, it is of decisive importance to focus upon the gender of the student which may also be a factor in determining student’s self-concept and academic achievement. Few researches have been found where there is a gender difference in self-concept.

Academic motivation researchers sometimes struggle to decipher the distinctive characteristics of what appear to be highly analogous constructs.

In this article, we discuss important similarities between self-concept and self-efficacy as well as some notable differences. Both constructs share many similarities such as centrality of perceived competence in construct definition; use of mastery.

The purpose of this book is to help make what is known about self concept an important part of what goes on in schools. the strong and persistent relationship between self concept and academic achievement is explored, and it is shown why there is deepening discontent with the notion that human ability is the overwhelming factor in academic.the measurement of self-concept and academic performance of students.

Equally, males found to score higher than females on the measured items. Green () causal relationship between academic self-concept, academic motivation and its effect on academic achievement. This paper aimed to.Students’ academic performance plays an important role in producing the best quality graduates who will become great leader and manpower for the country thus responsible for the country economic and social development.

This article sought to study the relationship between academic self-concept and students’ performance among school age children.