Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives

2006 ◽  
Vol 1 (2) ◽  
pp. 133-163 ◽  
Author(s):  
Herbert W. Marsh ◽  
Rhonda G. Craven
Keyword(s):  
Self Concept ◽  
Reciprocal Effects ◽  
And Performance

Longitudinal Study of Preadolescent Sport Self-Concept and Performance: Reciprocal Effects and Causal Ordering

2007 ◽  
Vol 78 (6) ◽  
pp. 1640-1656 ◽  
Author(s):  
Herbert W. Marsh ◽  
Erin Gerlach ◽  
Ulrich Trautwein ◽  
Oliver Lüdtke ◽  
Wolf-Dietrich Brettschneider
Keyword(s):  
Longitudinal Study ◽  
Self Concept ◽  
Reciprocal Effects ◽  
Causal Ordering ◽  
And Performance

The effects of self-concept on foci of commitment and performance

2007 ◽  
Author(s):  
Samantha Le Chau ◽  
Hsien-Yao Swee ◽  
Paul E. Levy
Keyword(s):  
Self Concept ◽  
And Performance

scholarly journals LOGIC RETAINING POWER AMONG GENDERS AND EFFECT OF TIME CONSTRAINTS ON THE PERFORMANCE OF UNDERGRADS UNIVERSITY STUDENTS

2021 ◽  
Vol 16 (4) ◽  
Author(s):  
Imtiaz Husain
Keyword(s):  
Mathematical Logic ◽  
University Students ◽  
Gender Gap ◽  
Vital Role ◽  
The Self ◽  
Self Concept ◽  
Time Constraints ◽  
Undergraduate University Students ◽  
Males And Females ◽  
And Performance

Logic has a vital role throughout human history. It considers important for the mental development and performance of the student. The present study was conducted to evaluate the proficiency and logic retaining power and the effect of time constraints on undergraduate university students. Tests comprised of three categories Arithmetic, Algebra, and Geometry. Each section was comprised of 10 questions with four possible answers to respond within the 10 minutes duration. The test was divided into two different questionnaires. One hundred and seventy-five students both males and females took part in the survey and undergo mathematical logic tests. Scores, responding time and differences among the gender profound that males were more logical as compared to females to retain the mathematical logic and performed the assigned task in 23% less time and achieved 20% more scores. Whereas, the significant correlation found among the understanding level of logic, gender gap and the performance among the undergrad’s university students (r = 0.963; P<0.05), which depend upon the factor of time constraints as well as the self-concept and concentration about the topic.

Role of Self-Concept of Academic Attainment in Achievement-Related Behaviors

1986 ◽  
Vol 58 (1) ◽  
pp. 151-159 ◽  
Author(s):  
Robert M. Midkiff ◽  
Joy Patricia Burke ◽  
Jeanne P. Hunt ◽  
Geraldine Cain Ellison
Keyword(s):  
Academic Achievement ◽  
Performance Feedback ◽  
Self Concept ◽  
Academic Attainment ◽  
Performance Outcome ◽  
Academic Task ◽  
Eighth Grade Students ◽  
And Performance ◽  
Expectancy For Success

Researchers have reported that self-concept serves both as an antecedent and consequence of behavior. Given self-concept's role in achievement-related behavior, we sought clarification of factors influencing children's self-concepts of academic attainment. We examined proposed linkages among self-concept of academic attainment, academic achievement, expectancy for success, and performance outcome within a causal model using path analysis. Subjects were 208 eighth-grade students. Initial self-concept of academic attainment and initial expectancy for success were measured. Students then were given an academic task followed by performance feedback. We subsequently measured postperformance expectancy for success and postperformance self-concept of academic attainment. Students' postperformance self-concepts of academic attainment were influenced primarily by their initial self-concepts of academic attainment and, to a lesser extent, by their academic achievement and performance on an academic task.

A Causal Model of Mathematics Performance in Early Adolescence: The Role of Sex

1989 ◽  
Vol 64 (1) ◽  
pp. 167-176 ◽  
Author(s):  
Robert M. Midkiff ◽  
Joy Patricia Burke ◽  
Gerald C. Helmstadter
Keyword(s):  
Causal Model ◽  
Mathematics Performance ◽  
Self Concept ◽  
Scholastic Aptitude ◽  
Eighth Grade Students ◽  
Mathematics Examination ◽  
Achievement In Mathematics ◽  
And Performance ◽  
School Records

Using path analysis, the present investigation was done to clarify possible causal linkages among general scholastic aptitude, academic achievement in mathematics, self-concept of ability, and performance on a mathematics examination. Subjects were 122 eighth-grade students who completed a mathematics examination as well as a measure of self-concept of ability. Aptitude and achievement measures were obtained from school records. Analysis showed sex differences in prediction of performance on the mathematics examination. For boys, this performance could be predicted from scholastic aptitude and previous achievement in mathematics. For girls, performance only could be predicted from previous achievement in mathematics. These results indicate that the direction, strength, and magnitude of relations among these variables differed for boys and girls, while mean levels of performance did not.

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