Analysis on students’ self-esteem, happiness, school achievement and teacher-child relationships according to the parents’ types of education fever

2019 ◽  
Vol 19 (20) ◽  
pp. 1297-1317
Author(s):  
Youn Ah Jung ◽  
Jun Ho Ryu
Keyword(s):  
School Achievement ◽  
Self Esteem ◽  
Education Fever

Predicting school achievement in boys and girls

2008 ◽  
Vol 22 (3) ◽  
pp. 231-245 ◽  
Author(s):  
H. Harald Freudenthaler ◽  
Birgit Spinath ◽  
Aljoscha C. Neubauer
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
School Achievement ◽  
Self Esteem ◽  
School Anxiety ◽  
School Attainment ◽  
Work Avoidance ◽  
And Performance ◽  
Mean Differences ◽  
Avoidance Goals

This study investigates the extent to which girls' better school attainment is associated with sex differences in intelligence, personality and school‐related motivation. In a sample of 1353 Austrian pupils (mean age 13.74 years), intelligence, the Big Five of personality, self‐esteem, school anxiety, school‐related intrinsic motivation and achievement goals were assessed as predictors and GPA as achievement criterion. Most predictors yielded significant mean differences between sexes and some of the variables predicted school achievement only for boys or only for girls. Intelligence and self‐esteem were the strongest predictors of GPA for both sexes, and school‐related intrinsic motivation, school anxiety and performance‐avoidance goals explained additional variance in GPA only for boys, whereas work avoidance did so only for girls. Copyright © 2008 John Wiley & Sons, Ltd.

Relationships among Self-Concept and School Achievement, Maternal Self-Esteem and Sensory Integration Abilities for Learning Disabled Children, Ages 7 to 12 Years

1984 ◽  
Vol 58 (1) ◽  
pp. 177-178 ◽  
Author(s):  
Beverly A. Doyle ◽  
David C. Higginson
Keyword(s):  
Sensory Integration ◽  
Southern California ◽  
School Achievement ◽  
Learning Disabled ◽  
Self Esteem ◽  
Self Concept ◽  
Disabled Children ◽  
Disabled Students ◽  
Motor Abilities

52 learning disabled students were assessed to evaluate the relationships among self-concept and (a) school achievement, (b) maternal self-esteem, and (c) sensory integration abilities. Of these variables, perceptual motor abilities as measured by the Southern California Sensory Integration Tests contributed to reported self-concept of learning disabled students.

Relationship between Maternal Parenting Style and High School Achievement and Self–Esteem in China, Turkey and U.S.A.

2015 ◽  
Vol 46 (2) ◽  
pp. 265-288 ◽  
Author(s):  
Joan Newman ◽  
Hamide Gozu ◽  
Shuyi Guan ◽  
Ji Eun Lee ◽  
Xian Li ◽  
...  
Keyword(s):  
High School ◽  
Parenting Style ◽  
School Achievement ◽  
Self Esteem ◽  
Maternal Parenting ◽  
High School Achievement

Relations among Perceived Self-Efficacy, Self-Esteem, and School Achievement

2003 ◽  
Vol 92 (3) ◽  
pp. 745-754 ◽  
Author(s):  
Antonella D'Amico ◽  
Maurizio Cardaci
Keyword(s):  
Self Efficacy ◽  
School Achievement ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
The Self ◽  
Scholastic Achievement ◽  
Domain Specific ◽  
Five Factors ◽  
Scholastic Performance ◽  
Two Factors

The present research explored empirically the factorial dimensions of self-efficacy and self-esteem and associations among self-esteem, self-efficacy, and scholastic achievement as measured in 151 subjects ( M age=13.4 yr.). Five factors emerged from factorial analysis: two factors reflected the self-esteem feelings (and were, respectively, named as self-referential self-esteem and comparative self-esteem). The remaining three factors reflected the self-efficacy beliefs in the three different scholastic domains considered, linguistic-literary, logical-mathematical, and technical-practical All self-efficacy scores were significantly correlated with scholastic achievement while no associations between self-esteem scores and scholastic performance were found. Nevertheless, self-efficacy and self-esteem dimensions shared some common aspects. In particular, each different self-esteem factor showed different magnitudes of association with domain-specific self-efficacy beliefs.

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