Effects of Academic Achievement and Gender on Academic and Social Self-Concept: A Replication Study

1990 ◽  
Vol 69 (2) ◽  
pp. 173-177 ◽  
Author(s):  
KEVIN R. KELLY ◽  
LaVERNE K. JORDAN
Keyword(s):  
Academic Achievement ◽  
Replication Study ◽  
Self Concept ◽  
Social Self ◽  
And Gender

scholarly journals ¿Qué ocurre entre el autoconcepto y el rendimiento académico, en un contexto pluricultural?

2014 ◽  
Vol 18 (2) ◽  
pp. 201
Author(s):  
Mª Inmaculada Herrera Ramírez ◽  
Francisco Herrera Clavero ◽  
Mª Inmaculada Ramírez Salguero
Keyword(s):  
Academic Achievement ◽  
Self Concept ◽  
Educational Context ◽  
Different Types ◽  
Different Dimensions ◽  
And Gender

RESUMENEste trabajo pretende describir y explicar los diferentes tipos (dimensiones), niveles y relaciones del autoconcepto y el rendimiento académico del alumnado en un contexto educativo pluricultural, como base para poder diseñar, desarrollar y evaluar la intervención más adecuada.Los análisis llevados a cabo han permitido constatar diferencias estadísticamente significativas en diversas dimensiones del autoconcepto y el rendimiento, por curso, cultura y sexo; destacando particularmente la desventaja del alumnado musulmán.Asimismo, se han podido observar correlaciones moderadas entre las variables estudiadas y, además, el poder de predicción del autoconcepto sobre el rendimiento, en sus distintas dimensiones.ABSTRACTThis work tries to describe and to explain the different types (dimensions), levels and relations of self-concept and academic achievement of pupils in a pluricultural educational context, as a basis to be able to design, develop and evaluate the most suitable intervention.The analyses carried out have allowed to state statistically significant differences in diverse dimensions of self-concept and academic achievement, by course, culture and gender; particularly emphasizing the disadvantage of the Muslim pupils.Also, it has been possible to observe moderate correlations between the studied variables and, in addition, the power of prediction of self-concept on academic achievement, in its different dimensions.

Physical Fitness Self-Concept: Relations of Physical Fitness to Field and Technical Indicators for Boys and Girls Aged 9-15

1993 ◽  
Vol 15 (2) ◽  
pp. 184-206 ◽  
Author(s):  
Herbert W. Marsh
Keyword(s):  
Academic Achievement ◽  
Physical Fitness ◽  
Dynamic Strength ◽  
Self Concept ◽  
Skin Fold Thickness ◽  
Skin Fold ◽  
Gender And Age ◽  
Fitness Indicators ◽  
Long Jump ◽  
And Gender

Self-concepts (self-perceptions) of physical fitness and academic achievement were related to 14 field and laboratory indicators of physical fitness and to academic achievement for a large, national representative sample of Australian boys and girls aged 9 to 15 (N = 6,283). Correlations between self-concepts and the corresponding external criteria increased steadily with age in both the physical and academic domains. Consistent with predictions from frame-of-reference models, relations were stronger after controlling for gender and age, suggesting that self-concepts are formed relative to other students of a similar age and gender. Fitness self-concept was most strongly related to some individual measures (e.g., 1.6K run, 50M dash, push-ups, skin fold thickness, VO2max, long jump, and body girth scores) and some components of fitness (e.g., cardiovascular endurance, power, dynamic strength, and body composition) than others. Consistent with multidimensional perspectives of physical fitness, indicators from a variety of fitness domains contributed to fitness self-concepts.

Prediction of Music Achievement in the Elementary School

1982 ◽  
Vol 30 (1) ◽  
pp. 61-68 ◽  
Author(s):  
Steven K. Hedden
Keyword(s):  
Academic Achievement ◽  
Sixth Grade ◽  
Self Concept ◽  
Elementary Grades ◽  
Moderate Increase ◽  
Music Achievement ◽  
Sixth Grade Students ◽  
Music Attitude ◽  
Music Specialist ◽  
And Gender

This study examined several predictors of music achievement for general music students in the upper elementary grades: attitude toward music, self-concept in music, music background, academic achievement, and gender. Subjects were 144 fifth- and sixth-grade students in two Midwestern towns who received regularly-scheduled instruction from a music specialist. Multiple regression analysis revealed that the best single predictor of music achievement was the academic achievement test. The addition of the music attitude or self-concept measure produced a moderate increase in predictive power; the remaining variables were not effective predictors. The results of the study suggest that a teacher may be able to heighten music achievement by stressing music attitude or self-concept during music classes.

Relationship Of Academic, Physical And Social Self-Concepts Of Students With Their Academic Achievement

2010 ◽  
Vol 3 (3) ◽  
pp. 73 ◽  
Author(s):  
Asma-Tuz- Zahra ◽  
Manzoor H. Arif ◽  
Muhammad Imran Yousuf
Keyword(s):  
Academic Achievement ◽  
Sampling Technique ◽  
Target Population ◽  
Female Students ◽  
Self Concept ◽  
Cluster Sampling ◽  
Achievement Scores ◽  
Social Self ◽  
Weak Correlation ◽  
Relationship Of

This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bacholar 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 as tool of research. Factor analysis was employed to explore the pattern of inter-item correlations of the questionnaire. Kendall’s-Tau-b technique of corrrelation was applied to correlate responses obtained on academic, physical and social self concepts related items with the academic achievement scores of students  Physical self-concept and social self-concepts were found unrelated to academic achievement. However, a significant but weak correlation was found between academic self-concept and academic achievement.

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

Self-Esteem and Loneliness as Predicting Factors of Arab Children Achievement İn Kuala Lumpur

2015 ◽  
Vol 5 (1) ◽  
pp. 199 ◽  
Author(s):  
Asma'a Abdel Fattah Alhoot ◽  
Ssekamanya Sıraje Abdallah
Keyword(s):  
Academic Achievement ◽  
Relevant Literature ◽  
Self Esteem ◽  
Kuala Lumpur ◽  
Arab Children ◽  
Predicting Factors ◽  
Two Factors ◽  
Arab Schools ◽  
And Gender ◽  
The Impact

Taking into consideration the fact that self-esteem and loneliness have an even more important role to play in students' learning, this study seeks to examine the correlation of these two factors with children academic performance. The study involved 499 (grade 4 to grade 9) Arab children studying at Arab schools in Kuala Lumpur-Malaysia. Data were collected via two questionnaires (one for loneliness and the other for self-esteem). The correlational data analysis yielded a negative correlation between loneliness and academic achievement while there is a positive correlation between self-esteem and achievement. Results also suggested that there is no correlation between students' gender, age, and academic achievement. Furthermore, the results revealed that self-esteem is a good predictor of achievement while loneliness and gender are not good predictors. The findings of the present study are discussed in relation to the relevant literature, taking into consideration the impact of children mental health on their academic achievement. Finally, recommendations for further research are presented.

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