Relationship between self-supporting behaviors and self-concept among primary school students in China

2013 ◽  
Vol 41 (8) ◽  
pp. 1245-1251 ◽  
Author(s):  
Hui Ling ◽  
Yang-Mei Luo ◽  
Jian-Ren Zhang
Keyword(s):  
Primary School ◽  
The Self ◽  
Self Concept ◽  
Primary School Students ◽  
School Students ◽  
The Relationship ◽  
Tennessee Self Concept Scale

Our aim in this study was to explore the relationship between self-supporting behaviors and self-concept among primary school students in China. Participants were 193 primary school students in grades 5 and 6 who completed the Self-supporting Behaviors Questionnaire for Children Aged 6-12 (SBQ 6-12) and the Tennessee Self-concept Scale (TSCS). We divided the responses into two groups of a high self-supporting group, consisting of the highest 27% of the SBQ 6-12 total scores, and a low self-supporting group consisting of the lowest 27% of the total scores. The high self-supporting group got significantly higher scores than did the low self-supporting group in all subscales of the TSCS. All scores for subscales of the TSCS were significantly and positively correlated with scores for all dimensions of the SBQ 6-12. Thus, the children's self-supporting behaviors were closely related to their self-concept. The higher the level of self-supporting behavior, the more positive was the child's self-concept.

scholarly journals The relationship between academic self-concept and professional interests of final grade primary school students

2018 ◽  
Vol 50 (1) ◽  
pp. 135-157
Author(s):  
Zorica Barjaktarov ◽  
Goran Opacic
Keyword(s):  
Primary School ◽  
Self Concept ◽  
Primary School Students ◽  
School Students ◽  
School Subjects ◽  
The Social ◽  
Relationship Of ◽  
The Relationship ◽  
Linear Correlations

In the eighth grade of primary school, students make their first decisions on further education and profession. These decisions are influenced by interests, as well as the assessments of one?s own competence in different domains of activity. The aim of this research is to determine the structure of the relationship between academic self-concept and professional interests. The sample of respondents is convenient and includes 286 eight-grade primary school students. For the purposes of the research, we constructed the instruments for the assessment of academic self-concept on the level of school subjects and professional interests, devised in accordance with the Holland?s RIASEC model. All scales had satisfactory psychometric properties. Using linear correlations and canonical correlation analysis, we attempted to determine whether the relationship between professional interests and academic self-concept suits the classification of school subjects according to Holland?s RIASEC themes. Linear correlations have partially confirmed the assumed relationships between the two constructs. Four pairs were extracted by the canonical correlation analysis, reflecting: 1) the global relationship between the two constructs; 2) the relationship of self-concept in foreign language, Serbian language and literature, art and music mostly with the artistic interest type, but also the social and conventional type; 3) the relationship of self-concept in biology, chemistry, but also history, with the investigative interest type; 4) for the most part, the relationship of self-concept in physical education and physics with the social and enterprising interest type. Although it has been confirmed that there is a positive relationship between the two constructs within Holland?s RIASEC themes, the assumed classification of school subjects depicts the relationships between the two sets of variables only in the simplified form. The contribution of this research is in enhancing the understanding of the relationship between the factors of educational and professional development.

The relationship between extracurricular music activity participation and music and Chinese language academic achievements of primary school students in China

2021 ◽  
pp. 030573562110276
Author(s):  
Hui Guo ◽  
Wen Yuan ◽  
C Victor Fung ◽  
Fumei Chen ◽  
Yanfang Li
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Fourth Graders ◽  
Chinese Language ◽  
Activity Participation ◽  
Primary School Students ◽  
School Students ◽  
Family Socioeconomic Status ◽  
Academic Achievements ◽  
The Relationship

In this study, we explored the relationship between extracurricular (formal and informal) music activity participation and music and Chinese language academic achievements of primary school students in China. Fourth graders ( N = 10,958) reported their demographic information and extracurricular music activity participation, and completed two standardized academic achievement tests, one on music and another on the Chinese language. Results showed that students’ music activity participation was related to higher music academic achievement after controlling for gender, school location, and family socioeconomic status. The effect of students’ informal music activity participation on their music academic achievements was greater than that of students’ formal music activity participation. Remarkably, students’ informal music activity participation was also positively related to their Chinese language academic achievement, while formal music activity participation showed a negative correlation with academic achievement in Chinese language. Findings contributed to an increased understanding of the influence of different kinds of extracurricular music activities on students’ academic developments.

scholarly journals Physical self-concept of normal-weight and overweight adolescents: Gender specificities

2011 ◽  
Vol 43 (2) ◽  
pp. 347-365 ◽  
Author(s):  
Dusanka Lazarevic ◽  
Snezana Radisavljevic-Janic ◽  
Ivana Milanovic ◽  
Ljiljana Lazarevic
Keyword(s):  
Discriminant Analysis ◽  
Body Mass ◽  
Body Fat ◽  
Self Esteem ◽  
Normal Weight ◽  
Self Concept ◽  
Primary School Students ◽  
School Students ◽  
Overweight Adolescents ◽  
The Relationship

Previous researchers have described the relation between physical self-concept and body mass in adolescents, but those relationships have not been clearly specified by gender. The purpose of this study is to explore physical self-concepts of normal-weight and over-weight Serbian adolescents with respect to gender. The sample consisted of 417 primary school students (229 boys and 188 girls) with the average age 13.6 (SD=0.73) years who were divided into normal-weight and overweight groups according to body mass index. To assess the multidimensional physical self-concept, Physical Self-Description Questionnaire (PSDQ) was administered. Results showed that overweight adolescents had significantly lower scores than normal-weight on all PSDQ scales except Health and Strength. Differences were greater among girls than boys. Discriminant analysis showed that the scales Body Fat, Endurance and Sports Competence best differentiated normal-weight boys from other students. Also, discriminant analysis showed that, besides the scale Body Fat, scales Flexibility, Self-Esteem, and Coordination best differentiated normal-weight girls from other students. Results indicate that for better understanding of the relationship between adolescent?s physical self-concept and body mass one must take gender into account. Results are potentially valuable for preventing overweight through physical education.

REFLECTIVE PRACTICES FOR THE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN EDUCATIONAL INDEPENDENCE

2021 ◽  
Author(s):  
Мария Сергеевна Новикова
Keyword(s):  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Educational Environment ◽  
The Self ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Self Reflection

В статье ставится проблема развития рефлексии младших школьников. Раскрывается значение рефлексивных практик как продуктивного инструмента формирования учебной самостоятельности, способности к самооценке, творчеству и самосовершенствованию. Выделены принципы построения образовательной среды, способствующей личностному развитию школьников в рамках рефлексивно-позиционного подхода. The article raises the problem of developing the self-reflection of primary school students. It reveals the significance of reflexive practices as a productive tool for the formation of educational independence, the ability to self-assessment, creativity and self-improvement. It highlights the principles of creating an educational environment fostering personal development of schoolchildren within the framework of the reflexive-positional approach.

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