scholarly journals Positive Attitude Program’s Impact upon Self-Concept across Childhood and Adolescence // Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: El papel mediador del compromiso académico y la autoeficacia

2016 ◽  
Vol 21 (2) ◽  
pp. 261-280 ◽  
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante ◽  
Vanda Sousa
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Elementary Students ◽  
Repeated Measures ◽  
Self Report ◽  
Self Concept ◽  
Childhood And Adolescence ◽  
School Students ◽  
Social And Emotional ◽  
Repeated Measures Design

This study aims to analyze the differential impact of social and emotional learning programs between Portuguese elementary and middle school students, and to clarify developmental and gender differences in children and adolescents self-concept. The sample included 2682 students, 1237 elementary students (4th grade; Mage = 9.24; SD = 0.72) and 1445 middle school students (7th to 9th grade: Mage = 13.30; SD = 1.32). Self-report questionnaires were administered before and after intervention. Multilevel linear modeling with a repeated measures design was used to evaluate the effects of the program on self- concept. Results show significant intervention gains in social and emotional self-concept, which differ by grade level (elementary students benefited more). There were also differences between genders, boys showed more benefits in social self-concept and girls in emotional self-concept as well as a smaller decrease in academic self-concept. Participation in the programs led to more pronounced gains for elementary school students. 

scholarly journals Validation of a questionnaire assessing students’ self-directed and collaborative learning with and without technology in Canadian middle school classrooms

2019 ◽  
Vol 45 (2) ◽  
Author(s):  
Chantal Labonté ◽  
Veronica R. Smith
Keyword(s):  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Collaborative Learning ◽  
Model Fit ◽  
Self Report ◽  
Self Directed Learning ◽  
School Students ◽  
Confirmatory Factor ◽  
Directed Learning

In the current study, the researchers examine the validity of a questionnaire assessing students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed an 18-item questionnaire for use in assessing high school students’ perceptions of their learning in Singapore. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students’ perceptions of their learning. Dans la présente étude, les chercheurs examinent la validité d’un questionnaire évaluant les perceptions qu’ont les élèves de leur apprentissage autonome et collaboratif, avec et sans technologie, au sein d’un groupe d’élèves d’écoles intermédiaires canadiennes. Lee et ses collègues (2014) ont développé un questionnaire de 18 items pour évaluer les perceptions qu’ont des élèves d’écoles secondaires quant à leur apprentissage. Trois cent vingt élèves d’écoles intermédiaires à travers l’Alberta, au Canada, ont rempli le questionnaire. Les résultats d’une analyse factorielle confirmatoire ont révélé que le questionnaire avait été insuffisamment ajusté au modèle. Les chercheurs se sont servis d’une procédure de jackknife afin de supprimer systématiquement quatre items afin d’obtenir un questionnaire solide sur le plan psychométrique. Les résultats suggèrent que le questionnaire raccourci est un instrument utile pour l’auto-évaluation des perceptions qu’ont des élèves d’écoles intermédiaires quant à leur apprentissage.

Compilation of Norm about the Scale of Self-Concept on Junior Middle School Students in the Northwest China Region

2011 ◽  
Vol 179-180 ◽  
pp. 1296-1302
Author(s):  
Xiao Jun Zhao ◽  
Ming Ji ◽  
Xu Qun You ◽  
Chang Xiu Shi ◽  
Yin Sheng Xia ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Liberal Arts ◽  
Northwest China ◽  
Gansu Province ◽  
Self Concept ◽  
School Students ◽  
Autonomous Region ◽  
Self Worth ◽  
China Region

The purpose of this paper was to establish norm about the scale of self-concept on junior middle school students in the northwest China region by using the self-concept scale on junior middle school students in the northwest China region. The random samples of 1681 from Shannxi province, Gansu province, Ningxia autonomous region, Xinjiang autonomous region carried out the study. The results of the F test showed that there were significant differences in grade, gender, gender and grade interaction effect on most dimensions of self-concept. The study gave the norm of 10 factors about liberal arts self-concept, science self-concept, arts self-concept, family self-concept, friends self-concept, self-worth, mental and physical self-concept, appearance self-concept, conscience, honesty and second-order factors about academic self-concept, interpersonal self-concept, own self-concept, moral self-concept for the male and female students.

scholarly journals Bullying Among Middle School Students with Disabilities

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Breanna McNeal ◽  
Dorothy Espelage
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Critical Role ◽  
Self Report ◽  
Male Students ◽  
School Students ◽  
Bully Victimization ◽  
Willingness To Intervene ◽  
Caucasian Students

This investigation examined the association between bully victimization and willingness to intervene in bullying situations among students with and without disabilities. Through the use of self-report surveys, middle school students (n = 1005) participated in the study. The majority of students with disabilities reported having a Specific Learning Disability, and the sample included 49% male students and 44% Caucasian students. Results indicated that there was no significant effect for disability status on willingness to intervene; however, students who were bullied were more willing to intervene compared to youth with low rates of victimization. Students with disabilities who were victimized at high rates reported greater willingness to intervene in bullying situations compared to students with disabilities who reported lower rates of victimization and students without disabilities. These findings suggest that students with disabilities play a critical role in supporting other students who are being victimized by intervening to help them.

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