Developmental Changes in Self-Perceptions of Intelligence and Self-Confidence

1980 ◽  
Vol 5 (2) ◽  
pp. 231-239 ◽  
Author(s):  
Alice Ross Gold ◽  
Lorelei R. Brush ◽  
Eve R. Sprotzer
Keyword(s):  
Sex Differences ◽  
Eighth Graders ◽  
Developmental Changes ◽  
Third Grade ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Self Perceptions ◽  
Self Confidence ◽  
Sex Stereotypes

Sex differences in self-perceptions of intelligence and self-confidence were examined among third through eighth graders. In third grade, differences between the sexes were small and, in the case of perceptions of intelligence, favored the females. By fifth grade, males were more likely to describe themselves as smart and self-confident than were females. These differences persisted into the eighth grade. Further analyses indicated that the sex differences could not be adequately explained by the process of internalizing sex-stereotypes.

Childhood Social Skills as Predictors of Middle School Academic Adjustment

2016 ◽  
Vol 37 (6) ◽  
pp. 825-851 ◽  
Author(s):  
Gordon Emmett Hall ◽  
James Clyde DiPerna
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Social Skills ◽  
Academic Adjustment ◽  
Approaches To Learning ◽  
Academic Skills ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Achievement Data ◽  
Kindergarten Class

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.

Sex Differences in Self-Confidence

1982 ◽  
Vol 8 (1) ◽  
pp. 74-80 ◽  
Author(s):  
Ellen Lenney ◽  
Joel Gold
Keyword(s):  
Sex Differences ◽  
Self Confidence

THE USE OF LITERATURE-BASED INSTRUCTION TO IMPROVE READING COMPREHENSION AND WRITING ACHIEVEMENTS OF THE EIGHTH GRADE STUDENTS

2020 ◽  
Vol 6 (2) ◽  
pp. 61-73
Author(s):  
Ressy Novasyari
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Population Based ◽  
Mean Difference ◽  
Eighth Grade ◽  
Writing Achievement ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Based Instruction ◽  
And Control

Abstract: This research aimed to investigate whether or not there were significant differences in reading comprehension and writing achievement between the eighth grade students of SMP Islam Az-Zahra 2 Palembang who were taught by using Literature-Based instruction and those who were not. This study used one of the quasi experimental designs: pretest-posttest design. The sample was selected purposively from the whole population based on their reading comprehension scores. Forty six eighth graders were selected as the sample and equally divided into experimental and control groups. Pretest and posttest were given to both groups.  Using paired sample statistics,  the results of the experimental group showed that the students’ reading comprehension and writing achievement ? significantly improved. Furthermore, the result of the independent t-test showed that with mean difference of reading comprehension was 8.609, t value 11.111(p<0.05). Moreover, the mean difference of writing achievement was 6.8043, t value 10.478 (p<0.05).   Keywords:   Literature-based instruction, reading                     comprehension and writing achievement.

A Gifted Fifth Grade Boy Acquires Self-Confidence

1967 ◽  
Vol 11 (1) ◽  
pp. 36-37
Author(s):  
Frank Jonadrow
Keyword(s):  
Fifth Grade ◽  
Self Confidence

Treatment of Adolescent Depression with Interpersonal Psychotherapy

2012 ◽  
pp. 203-223 ◽  
Author(s):  
Laura Mufson ◽  
Laurie Reider Lewis ◽  
Meredith Gunlicks-Stoessel ◽  
Jami F Young
Keyword(s):  
Romantic Relationships ◽  
Interpersonal Relationships ◽  
Adolescent Depression ◽  
Interpersonal Psychotherapy ◽  
Developmental Changes ◽  
Self Confidence ◽  
Interpersonal Model

Chapter 12 discusses the adaptation of IPT for depressed adolescents (IPT-A), and the hopes of building upon the research demonstrating its efficacy with depressed adults. It examines how the interpersonal model seemed appropriate for adolescents given their focus on interpersonal relationships and the significant developmental changes that occur in these relationships, such as separation and individuation from parents and increased focus on peer and romantic relationships. It also covers how IPT-A strategies help adolescents to bolster self-confidence and make steps toward increasing independence while also helping them to understand how they still depend on others and how they can negotiate their relationships more successfully.

Developmental changes in genetic and environmental influences on Chinese child and adolescent anxiety and depression

2016 ◽  
Vol 46 (9) ◽  
pp. 1829-1838 ◽  
Author(s):  
Y. Zheng ◽  
F. Rijsdijk ◽  
J.-B. Pingault ◽  
R. J. McMahon ◽  
J. B. Unger
Keyword(s):  
Sex Differences ◽  
Environmental Factors ◽  
Transition Period ◽  
Environmental Influences ◽  
Child And Adolescent ◽  
Developmental Changes ◽  
Anxiety And Depression ◽  
Future Research ◽  
Late Childhood ◽  
Adolescent Anxiety

BackgroundTwin and family studies using Western samples have established that child and adolescent anxiety and depression are under substantial genetic, modest shared environmental, and substantial non-shared environmental influences. Generalizability of these findings to non-Western societies remains largely unknown, particularly regarding the changes of genetic and environmental influences with age. The current study examined changes in genetic and environmental influences on self-reported anxiety and depression from late childhood to mid-adolescence among a Chinese twin sample. Sex differences were also examined.MethodSelf-reported anxiety and depression were collected from 712 10- to 12-year-old Chinese twins (mean = 10.88 years, 49% males) and again 3 years later. Quantitative genetic modeling was used to examine developmental changes in genetic and environmental influences on anxiety and depression, and sex differences.ResultsHeritability of anxiety and depression in late childhood (23 and 20%) decreased to negligible in mid-adolescence, while shared environmental influences increased (20 and 27% to 57 and 60%). Shared environmental factors explained most of the continuity of anxiety and depression (75 and 77%). Non-shared environmental factors were largely time-specific. No sex differences were observed.ConclusionsShared environmental influences might be more pronounced during the transition period of adolescence in non-Western societies such as China. Future research should examine similarities and differences in the genetic and environmental etiologies of child and adolescent internalizing and other psychopathology in development between Western and non-Western societies.

scholarly journals Perils and pitfalls of reporting sex differences

2016 ◽  
Vol 371 (1688) ◽  
pp. 20150119 ◽  
Author(s):  
Donna L. Maney
Keyword(s):  
Sex Differences ◽  
Statistical Tests ◽  
Preclinical Research ◽  
Frequency Distributions ◽  
The Public ◽  
Sex Stereotypes ◽  
New Findings ◽  
Sources Of Variation ◽  
Logical Fallacies ◽  
Almost All

The idea of sex differences in the brain both fascinates and inflames the public. As a result, the communication and public discussion of new findings is particularly vulnerable to logical leaps and pseudoscience. A new US National Institutes of Health policy to consider both sexes in almost all preclinical research will increase the number of reported sex differences and thus the risk that research in this important area will be misinterpreted and misrepresented. In this article, I consider ways in which we might reduce that risk, for example, by (i) employing statistical tests that reveal the extent to which sex explains variation, rather than whether or not the sexes ‘differ’, (ii) properly characterizing the frequency distributions of scores or dependent measures, which nearly always overlap, and (iii) avoiding speculative functional or evolutionary explanations for sex-based variation, which usually invoke logical fallacies and perpetuate sex stereotypes. Ultimately, the factor of sex should be viewed as an imperfect, temporary proxy for yet-unknown factors, such as hormones or sex-linked genes, that explain variation better than sex. As scientists, we should be interested in discovering and understanding the true sources of variation, which will be more informative in the development of clinical treatments.

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