Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students

2014 ◽  
Vol 39 (4) ◽  
pp. 301-313 ◽  
Author(s):  
Christoph Niepel ◽  
Martin Brunner ◽  
Franzis Preckel
Keyword(s):  
Secondary School ◽  
Achievement Goals ◽  
Secondary School Students ◽  
Self Concept ◽  
School Students ◽  
Reciprocal Relations ◽  
Average Ability ◽  
School Grades

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

scholarly journals Sociometric Popularity, Perceived Peer Support, and Self-Concept in Adolescence

2020 ◽  
Vol 11 ◽  
Author(s):  
Arantza Fernández-Zabala ◽  
Estibaliz Ramos-Díaz ◽  
Arantzazu Rodríguez-Fernández ◽  
Juan L. Núñez
Keyword(s):  
Secondary School ◽  
Peer Support ◽  
Secondary School Students ◽  
Basque Country ◽  
School Context ◽  
Structural Equations ◽  
Self Concept ◽  
School Students ◽  
The Family ◽  
Practical Implications

The objective of this study is to analyze the role that peer support plays in the incidence relationships between sociometric popularity and general self-concept based on sociometer theory. A total of 676 randomly selected secondary school students from the Basque Country (49.6% boys and 50.4% girls) between 12 and 18 years of age (M = 14.32, DT = 1.36) participated voluntarily. All of them completed a sociometric questionnaire (SOCIOMET), the Family and Friends Support Questionnaire (AFA-R), and the Dimensional Self-concept Questionnaire (AUDIM-33). Several models of structural equations were tested. The results indicate that sociometric popularity is linked to self-concept through the perceived social support of peers. These results are discussed within the framework of positive psychology and its practical implications in the school context.

Secondary school students’ chemistry self-concepts: gender and culture, and the impact of chemistry self-concept on learning behaviour

2020 ◽  
Vol 21 (1) ◽  
pp. 209-219 ◽  
Author(s):  
Lilith Rüschenpöhler ◽  
Silvija Markic
Keyword(s):  
Secondary School ◽  
Gender Gap ◽  
Gender Relations ◽  
Secondary School Students ◽  
Positive Impact ◽  
Self Concept ◽  
Special Focus ◽  
Cultural Backgrounds ◽  
School Students ◽  
The Impact

While science self-concepts of secondary school students have received considerable attention, several important aspects of chemistry self-concepts have not yet been understood: gender relations, the impact of students' cultural backgrounds, and the impact of chemistry self-concept on learning processes. In the present study, (i) we could confirm our hypothesis that chemistry self-concept is strongly related to learning goal orientations. This part of the study built upon knowledge from educational psychology. Our results open the field for practical interventions designed to influence chemistry self-concepts. (ii) We investigated the gender relations in chemistry self-concept with a special focus on students’ cultural backgrounds. The results show that chemistry self-concept differs from science self-concept: the gender gap traditionally described in the literature could not be found. Instead, the study suggests that an interaction of gender and cultural background might influence chemistry self-concepts. (iii) We were interested in the influence of the context of chemistry classroom and language on self-concept. In line with the literature, we found that a good relationship with the chemistry teacher seems to have a positive impact on chemistry self-concept. Also, the perception of chemistry language and chemistry self-concepts were strongly correlated. Suggestions are made for practical interventions based on these findings.

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