Self-Concept – Performance Congruence: An Exploration of Patterns among High-Achieving Adolescents

1998 ◽  
Vol 21 (4) ◽  
pp. 415-422 ◽  
Author(s):  
Janice E. Williams
Keyword(s):  
At Risk ◽  
Subject Matter ◽  
Content Area ◽  
Self Concept ◽  
Actual Performance ◽  
Academically Able ◽  
High Achieving

Self-concept to performance congruence among academically able adolescents (54 females, 49 males) in both math and English was explored. Although analyses revealed similar congruence patterns for females and males in both subject-matter areas, the overall majority of these able learners fell outside the congruent range. These findings suggest that, regardless of gender or content area, able adolescents may be at risk for unrealistic self-concept perceptions relative to their actual performance.

scholarly journals Selective Prevention for Anxiety and Resilience Promotion: Outcomes of an Anxiety Prevention and Resilience Program with Girls at Risk

2015 ◽  
Vol 11 (18) ◽  
pp. 11-23 ◽  
Author(s):  
Julia Gallegos-Guajardo ◽  
Norma Ruvalcaba-Romero ◽  
Audra Langley ◽  
Diana Villegas-Guinea
Keyword(s):  
At Risk ◽  
Low Socioeconomic Status ◽  
Coping Skills ◽  
Anxiety Symptoms ◽  
Self Concept ◽  
Social Emotional ◽  
Number Of Children ◽  
Anxiety Prevention ◽  
Post Test ◽  
Psychosocial Difficulties

Introduction: Research has shown that the number of children and adolescents experiencing emotional difficulties such as anxiety is escalating, especially for those groups at risk. Living in an orphanage has been considered a risk factor for delays in an individuals’ social, emotional and behavioral development. Objective: The aim of this study was to evaluate the effectiveness of the Spanish version of the FRIENDS program, a CBT-based resilience program, with 57 girls from low socioeconomic status (SES) background that were living in an orphanage. Method: Participants received the program for 10 consecutive weeks, and pre- and post-test measures were collected.  Measures evaluated participants’ anxiety symptoms, level of self-concept, hope, coping skills, and psychosocial difficulties. Social validity was also assessed. Results: Results showed positive changes, including a decrease in anxiety symptoms and psychosocial difficulties, as well as an increase in their proactive coping skills. Several subscales and items of the self-concept and hope outcome measures also reported statistically significant improvements. Conclusions: Participants and parents/caregivers reported that the program was both enjoyable and useful. Implications of the findings and directions for further research are discussed.

scholarly journals Academic performance of secondary education students in socio-familial risk contexts

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Daniel Rodríguez-Rodríguez ◽  
◽  
Remedios Guzmán ◽  
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Secondary Education ◽  
Self Efficacy ◽  
At Risk Students ◽  
Familial Risk ◽  
Course Evaluation ◽  
Self Concept ◽  
Cognitive Variables ◽  
Not At Risk

Introduction: The relationship that socio-familial and non-cognitive variables have on students in regards to their academic performance is a very important element for success in Secondary Education. In this study the influence of non-cognitive variables (academic self-concept, self-efficacy and perceived family affective support) and socio-familial variables (educational level and expectations of each parent) on the academic performance of secondary school students were analysed. Method: Students were grouped according to their accumulated socio-familial risk index (at-risk students, n = 305; not-at-risk students, n = 991). To measure the variables, the scales What do you think of yourself, General Self-Efficacy and Perceived Family Support were used. Socio-family variables were measured with an ad hoc questionnaire, and academic performance with the end-of-course evaluation scores. Results: The receiver operating characteristic curve showed a decrease in students’ academic performance from three or more accumulated risks. Structural Equation Modelling (SEM) was performed for each group. The results showed that for at-risk students, academic performance was mainly determined by two variables: academic self-concept and self-concept; in contrast to the not-at-risk students in which self-efficacy was the one that had the greatest effect on performance. In both groups, the parents’ expectations were the family variable with the highest incidence being performance, although, for the at-risk group, the effect was greater. Conclusions: The relevance of the identification of non-cognitive and socio-familial variables on the academic performance of at-risk students in regards to secondary education due to socio-familial factors is discussed.

Self-Concept Correlates between At-Risk and Not-At-Risk Ninth-Grade Students

1995 ◽  
Vol 76 (2) ◽  
pp. 683-687 ◽  
Author(s):  
Mary H. Jackson ◽  
Kimberly B. Reddick ◽  
Richard G. Dubes
Keyword(s):  
At Risk ◽  
Ninth Grade ◽  
Self Concept ◽  
Dropping Out ◽  
Satisfaction Scale ◽  
Ninth Grade Students ◽  
Not At Risk ◽  
Multivariate Discriminant ◽  
Item Scale

This study examined whether the Tennessee Self-concept Scales could be used to discriminate among 43 ninth-grade students who were designated as being at risk of dropping out of high school and 47 students who were thought to show probability of persisting. Scores on the scales were submitted to stepwise multivariate discriminant analysis. Scores on the Self-satisfaction Scale constituted a linear function that correctly classified 72.22% of the subjects. Further investigation confirmed a 13-item scale selected from the Tennessee Self-concept Scales correctly identified the classification of 76.67% of the students.

Self-Concept among African-American At-Risk Adolescents

1992 ◽  
Vol 74 (2) ◽  
pp. 465-466 ◽  
Author(s):  
Paula C Wood ◽  
Stephen B. Hillman ◽  
Shlomo S. Sawilowsky
Keyword(s):  
At Risk ◽  
African American ◽  
African American Adolescents ◽  
Self Concept ◽  
At Risk Adolescents

Self-concepts of 196 African-American adolescents examined here were higher than the norms despite their being at-risk and academic underachievers.

The contribution of self-esteem and self-concept in psychological distress in women at risk of hereditary breast cancer

2010 ◽  
Vol 20 (11) ◽  
pp. 1170-1175 ◽  
Author(s):  
Mariska den Heijer ◽  
Caroline Seynaeve ◽  
Kathleen Vanheusden ◽  
Hugo J. Duivenvoorden ◽  
Joël Vos ◽  
...  
Keyword(s):  
Breast Cancer ◽  
At Risk ◽  
Psychological Distress ◽  
Hereditary Breast Cancer ◽  
Self Esteem ◽  
Self Concept

The Role of Parents in High-Achieving Schools Serving Low-Income, At-Risk Populations

2007 ◽  
Vol 39 (4) ◽  
pp. 479-497 ◽  
Author(s):  
Melissa Ingram ◽  
Randi B. Wolfe ◽  
Joyce M. Lieberman
Keyword(s):  
At Risk ◽  
Low Income ◽  
High Achieving Schools ◽  
At Risk Populations ◽  
High Achieving ◽  
Role Of Parents

scholarly journals Minding the Gap: Mentor and Pre-service Teachers’ Ability Perceptions of Content Area Literacy Instruction

2017 ◽  
Vol 17 (4) ◽  
pp. 44-66
Author(s):  
Treavor Bogard ◽  
Mary-Kate Sableski ◽  
Jackie Arnold ◽  
Connie Bowman
Keyword(s):  
Student Teachers ◽  
Literacy Instruction ◽  
Content Area Literacy ◽  
Content Area ◽  
Teacher Licensure ◽  
Content Literacy ◽  
Actual Performance ◽  
Clinical Educators ◽  
Ability Perceptions ◽  
K 12

This mixed method study compared how student teachers rated their ability in implementing components of content area literacy compared to their clinical educators’ perceptions of the  student teachers’ actual performance. The researchers collaborated with K-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly affected ratings of the four content literacy component skills measured, but the effect of Role did not significantly differ based on Program. Participants’ written explanations of their ability ratings revealed how their mental models of content literacy accounted for differences in ability perception by Role. Implications are provided for enhancing pre-service teachers’ perceptual and qualitative awareness of the practices that underlie highly effective content-area literacy instruction. 

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