scholarly journals O autoconceito de estudantes de ensino médio e sua relação com desempenho acadêmico: Uma revisão sistemática

2018 ◽  
Vol 31 (1) ◽  
pp. 21
Author(s):  
Guilherme Da Silva Gasparotto ◽  
Thaynara Do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Tania Stoltz ◽  
Valdomiro De Oliveira
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Web Of Science ◽  
Educational Achievement ◽  
Self Psychology ◽  
Self Concept ◽  
School Students ◽  
The Relationship

O objetivo do estudo foi revisar sistematicamente as pesquisas que analisaram a relação do autoconceito com o rendimento acadêmico de adolescentes do ensino médio, bem como verificar quais variáveis e contextos dentro da escola foram abordados em conjunto ao autoconceito, para melhor explicar essa relação. A revisão incluiu estudos publicados nos últimos 10 anos nas bases eletrônicas de trabalhos científicos: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO e Web of Science. Foram utilizados os descritores caracterizando componentes do autoconceito (self, self-concept e self-psychology) com os descritores relacionados ao rendimento acadêmico, em que também se considerou a capacidade acadêmica percebida (academic achievement, underachievement, educational achievement, perception of competence, competence perception, self-efficacy). Dez estudos foram incluídos na revisão. A relação entre autoconceito e desempenho acadêmico mostrou-se consistente e se confirmou em nove dos 10 trabalhos. Outras variáveis também se apresentaram importantes na explicação do desfecho do rendimento acadêmico, tais como a motivação acadêmica, a prática de atividades extracurriculares, a autoeficácia acadêmica e o envolvimento dos pais.Palavras-chave:Estudantes; Psicologia do self; Adolescente; Avaliação do rendimento ABSTRACTThe aim of the study was to systematically review the studies that analyzed the relationship between self-concept and academic achievement in high school students, as well as to verify which variables and contexts within the school were approached together with self-concept, to better explain this relationship. The review included studies published in the last ten years in the scientific electronic databases: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO and Web of Science. The descriptors that characterized the components of self-concept used were those of self, self-concept and self-psychology, and the descriptors related to academic achievement, academic achievement, underachievement, educational achievement, perception of competence, competence perception and self-efficacy. Ten studies were included in the review. The relationship between self-concept and academic performance was consistent and confirmed in nine of the ten papers. Other variables that were important in explaining the academic achievement were academic motivation, the practice of extracurricular activities, academic self-efficacy and parental involvement.Keywords:Students; Self-psychology; Adolescent; Performance assessment

Neural Basis for the Relationship Between Academic Motivation and Academic Achievement

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Motivation ◽  
Neural Basis ◽  
School Students ◽  
Grade Point ◽  
Academic Motivation Scale ◽  
Level Of Significance ◽  
The Relationship

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and academic achievement constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and academic achievement in the chosen subjects.

scholarly journals The relationship between self-efficacy and academic achievement in high school students

2011 ◽  
Vol 15 ◽  
pp. 765-768 ◽  
Author(s):  
Shahrzad Elahi Motlagh ◽  
Kourosh Amrai ◽  
Mohammad Javad Yazdani ◽  
Haitham altaib Abderahim ◽  
Hossein Souri
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
School Students ◽  
The Relationship

scholarly journals RELATIONAL IMPACT OF CULTURAL CAPITAL AND THE PERCEPTION OF SELF-EFFICACY ON EDUCATIONAL ACHIEVEMENT

TEME ◽  
2021 ◽  
pp. 1261
Author(s):  
Vesna Rodić Lukić ◽  
Mia Marić ◽  
Snežana Štrangarić
Keyword(s):  
High School Students ◽  
Cultural Capital ◽  
Self Efficacy ◽  
Educational Achievement ◽  
Reading Habits ◽  
School Students ◽  
Perceptions Of Students ◽  
Student Achievements ◽  
Perception Of Self ◽  
The Relationship

This paper aimed to examine the relationship between cultural capital in its three forms (objectified, embodied and institutionalized), the perceptions of students’ self-efficacy and their achievements on the PISA test. The sample consisted of 4843 high school students enrolled in the PISA study in 2009. The results confirmed the existence of the proposed relationships. Self-efficacy and cultural capital significantly contribute to the prediction of student achievements, whereby the embodied cultural capital significantly contributes to the prediction of the perception of self-efficacy. Since the obtained relationships are not of high intensity, it can be concluded that other factors play a significant role in the development of students’ self-efficacy and achievement. Practical implications would relate to activities of encouraging reading habits among students in order to increase the cultural capital and self-efficacy, which will have an effect on their achievement.

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