scholarly journals The influence of musical games and role-play activities upon primary school children's self-concept and peer relationships

2011 ◽  
Vol 29 ◽  
pp. 1660-1667 ◽  
Author(s):  
Sofia Kouvava ◽  
Katerina Antonopoulou ◽  
Sofia Zioga ◽  
Chrysoula Karali
Keyword(s):  
Primary School ◽  
Peer Relationships ◽  
Role Play ◽  
Self Concept

scholarly journals Effect of Educational Games on Self-concept Levels of Inclusive Students Studying in Secondary Schools

2018 ◽  
Vol 6 (10) ◽  
pp. 183
Author(s):  
Serhat Üstündağ ◽  
Gülsen Özcan
Keyword(s):  
Secondary Schools ◽  
Peer Relationships ◽  
Repeated Measures ◽  
Educational Games ◽  
The Other ◽  
Self Concept ◽  
Control Group ◽  
Spring Semester ◽  
Significant Difference ◽  
Experimental Group

This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015 - 2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.

scholarly journals Gender Disparities in Self-concept, Attitude and Perception in Physics and Chemistry

2017 ◽  
Vol 2 (1) ◽  
pp. 61-69 ◽  
Author(s):  
Inzahuli Samuel Majere Majere ◽  
Elizabeth Role ◽  
Lazarus Ndiku Makewa
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Primary School ◽  
Associated Factors ◽  
Gender Disparities ◽  
Self Concept ◽  
Inferential Statistics ◽  
School Students ◽  
Single Sex ◽  
Primary School Pupils

This study sought to determine disparities and associated factors in students’ performance in Physics and Chemistry at the Kenya Certificate of Secondary Education (KCSE) ex- amination in Nandi North District. The research objectives included determining differences in students’ performance at KCSE in Physics and Chemistry, self-concept (perception) of, attitude toward, and perception of the usefulness of Physics and Chemistry as subjects. Students were classified accord- ing to gender, using a causal-comparative design. Majority of the students aged between 15 and 19 years. Three ques- tionnaires were administered to the form four students, and KCSE results for the years 2000 – 2004 were obtained from the District Education Office. These were analyzed using de- scriptive and inferential statistics. We concluded that boys reflected better academic achievement as compared to the girls in both physics and chemistry. The boys and girls had comparable self-concept in physics. The girls had a higher self-concept in chemistry than the boys. This may suggest that self-concept does not influence performance in chemistry since boys still out-performed the girls in spite of the girls’ higher self-concept. With regard to attitude towards chemistry and physics, the boys and girls had the same attitude, mixed and single-sex school students had comparable attitude to- wards physics and chemistry. An intervention regarding the level of preparedness of primary school pupils in dealing with the challenges of learning Physics and Chemistry at sec- ondary is recommended.

Employing Automatic Approach and Avoidance Tendencies for the Assessment of Implicit Personality Self-Concept

2006 ◽  
Vol 53 (1) ◽  
pp. 69-76 ◽  
Author(s):  
Konrad Schnabel ◽  
Rainer Banse ◽  
Jens Asendorpf
Keyword(s):  
Role Play ◽  
Self Concept ◽  
Control Group ◽  
Implicit Association ◽  
Approach And Avoidance ◽  
Position Effects ◽  
Indirect Measures ◽  
Implicit Personality ◽  
Experimental Group ◽  
True Correlation

A new chronometric procedure, the Implicit Association Procedure (IAP), was adapted to assess the implicit personality self-concept of shyness. A sample of 300 participants completed a shyness-inducing role play and, before or after the role play, a shyness IAP, a shyness Implicit Association Test (IAT), and direct self-ratings. The experimental group was instructed to fake nonshyness. The control group did not receive this instruction. IAT and IAP were unaffected by position effects, and were less susceptible to faking than direct self-ratings with regard to mean levels and correlates. Under faking, correlations between direct and indirect measures decreased, and direct but not indirect measures showed higher correlations with social desirability and lower correlations with observed shyness. Despite many similarities, the true correlation between IAT and IAP was estimated only .61, indicating high method-specific variance in both procedures. The findings suggest that indirect measures are more robust against faking than traditional self-ratings but do not yet meet psychometric criteria for practical assessment purposes.

The Impact of Grouping Gifted Primary School Students on Self-Concept, Motivation and Achievement From Parents' Perspectives

2005 ◽  
Vol 15 (1) ◽  
pp. 93-104 ◽  
Author(s):  
Danuta Chessor ◽  
Diana Whitton
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Goal Orientation ◽  
Educational Experiences ◽  
Gifted Students ◽  
Primary School Children ◽  
Self Concept ◽  
Performance Goal ◽  
The Impact ◽  
Motivation And Achievement

AbstractA degree of controversy and debate exists about the best educational experiences to fulfil the potential of gifted students. Special class placement can give good educational experiences and opportunities for gifted students. However, Marsh and Parker (1984) described the big-fish-little-pond effect (BFLPE) where equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Self-concept is an important factor in determining academic achievement. The place of motivation in academic achievement is well documented (Ames, 1992; Ames & Archer, 1988; Blumenfeld, 1992; Dweck, 1986) and determined by mastery or performance-goal orientation (Dweck, 1986). The motivation will ultimately have a bearing on both achievement and self-concept. The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted primary school children in a variety of groupings from a parent's perspective.

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