Gender Self‐concept Profiles of Adolescents Suspended from High School

2000 ◽  
Vol 41 (3) ◽  
pp. 345-352 ◽  
Author(s):  
Ian Hay
Keyword(s):  
High School ◽  
Self Concept

scholarly journals High school students’ academic performance associated with psychological aspects, body practices and physical activity

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Guilherme da Silva Gasparotto ◽  
Aline Bichels ◽  
Thaynara do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Extracurricular Activities ◽  
Self Concept ◽  
School Students ◽  
The Mean ◽  
Body Practices ◽  
Academic Self Efficacy

The objective of this study was to verify the association of psychological factors and body practices with the academic performance of high school students. A sample of 330 students participated, made up of 167 girls and 163 boys. Likert scale instruments were used for collecting information on self-concept, and on general and academic self-efficacy. Time spent on moderate to vigorous physical activity was recorded, and so was participation in several types of body practices, such as sports, dances, martial arts, performing arts, and systematic physical exercises. Academic achievement was referred to from the students' grades on regular subjects. Linear regression analysis was used for verifying the association of independent variables with academic performance. The adjusted regression model explains between 7% and 36% of academic performance variance, whereas Self-Concept explains academic performance on six of the twelve subjects, and the mean of the grades, with Beta values between 0.13 (p = 0.02) for Sociology and 0.28 (p <0.01) for Mathematics. Academic self-efficacy explained performance on eleven subjects and the mean of the grades, with Beta values between 0.21 (p <0.01) for Physical Education and Philosophy, and 0.44 (p <0.01) for Biology. Participation in extracurricular activities involving body practices explained academic performance on six subjects and the mean of the grades, with Beta values between 0.14 (p = 0.02) for Sociology and 0.31 (p <0.01) for Arts. The studied psychological variables and participation in projects concerning body practices during extracurricular activities correlated with academic achievement as to several school subjects, and with the mean of the grades.

Family Integration, Achievement Values, Academic Self-Concept and Dropping Out of High School

1969 ◽  
Vol 3 (1) ◽  
pp. 68-77
Author(s):  
Michael A. Malec ◽  
Judith B. Williams ◽  
Edward Z. Dager
Keyword(s):  
High School ◽  
Self Concept ◽  
Dropping Out ◽  
Achievement Values ◽  
Family Integration

Erratum

2014 ◽  
Vol 115 (3) ◽  
pp. 951-951
Keyword(s):  
Social Support ◽  
High School ◽  
Elementary Education ◽  
Self Esteem ◽  
School Education ◽  
High School Education ◽  
Self Concept ◽  
Apoyo Social ◽  
Limited Edition ◽  
Educación Primaria

BROC, M. Á. (2014) Harter's Self-perception Profile for Children: an adaptation and validation of the Spanish version. Psychological Reports: Measures & Statistics, 115, 2, 444–466. DOI: 10.2466/08.07.PR0.115c22z5 The author wishes to clarify two references. The first was cited as: HARTER, S., & BROC, M. Á. (2012) Perfil de autoconcepto, autoestima y apoyo social para adolescentes. P4A. Madrid, Spain. COSPA & AGILMIC S.L.U. Retrieved from http://www.cospa-agilmic.com . This reference incorrectly included Dr. Harter's name. The corrected citation of this document, which is available only commercially, is as follows: BROC, M. Á. (2012) Perfil de autoconcepto, autoestima y apoyo social para adolescentes. P4A. Madrid, Spain. COSPA & AGILMIC S.L.U. Secondly, the reference below does include a Spanish translation by M. Á. Broc of an informal manual for the Self-concept, Self-esteem and Social Support Profile for Children, written originally in English by Dr. Harter, but should not have included Dr. Harter as the second author of the Spanish reference. BROC, M. Á. & HARTER, S. (2010) Self-concept, Self-esteem and Social Support Profile for Children (Elementary Education and first cycle of the High School Education). Transl. into Spanish: Perfil de autoconcepto, autoestima y apoyo social para niños de educación primaria y primer ciclo de la ESO. University of Zaragoza, Zaragoza, Spain: Service of Publications. (Limited Edition). The corrected reference is: BROC, M. Á. (2010) Self-concept, Self-esteem and Social Support Profile for Children (Elementary Education and fi rst cycle of the High School Education). Transl. into Spanish: Perfi l de autoconcepto, autoestima y apoyo social para niños de educación primaria y primer ciclo de la ESO. University of Zaragoza, Zaragoza, Spain: Service of Publications. (Limited Edition).

Self-Concept of Academic Ability as a Function of Sex, Age, and Academic Achievement among African Adolescents

1998 ◽  
Vol 87 (1) ◽  
pp. 155-161 ◽  
Author(s):  
Mzobanzi M. Mboya
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Sex Differences ◽  
Age Differences ◽  
Significant Positive Correlation ◽  
Age Groups ◽  
Academic Ability ◽  
The Self ◽  
Self Concept ◽  
Age Variations

This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

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