Relationships among Perceptual-Motor, Self-Concept, and Academic Measures for Children in Kindergarten, Grades One and Two

1975 ◽  
Vol 41 (2) ◽  
pp. 539-546 ◽  
Author(s):  
Patrick R. Cobb ◽  
Brad S. Chissom ◽  
Myron W. Davis
Keyword(s):  
Academic Ability ◽  
Self Concept ◽  
Second Grade ◽  
Motor Ability ◽  
Cognitive Measures ◽  
Perceptual Training ◽  
Additional Information ◽  
Grade Levels ◽  
Young Subjects ◽  
The Relationship

Most studies repotting correlations of psychomotor and cognitive measures deal with perceptual-training programs for the remediation of academic deficiencies. This study provided additional information about the relationships of perceptual-motor ability and academic achievement for children in kindergarten through the second grade, and included self-concept. A small positive relationship between perceptual-motor ability and academic ability was observed for all three grade levels. There was little indication of any significant relationship between self-concept and academic ability, which provides no basis for the hypothesis proposing self-concept as an intervening variable in the relationship between the perceptual-motor and academic areas, at least for such young subjects.

Teacher Ratings and Self Concept Reports of Retarded Pupils

1973 ◽  
Vol 40 (3) ◽  
pp. 178-183 ◽  
Author(s):  
Bert O. Richmond ◽  
J. Leon Dalton
Keyword(s):  
Academic Success ◽  
Educational Program ◽  
Mentally Retarded ◽  
Teacher Ratings ◽  
Academic Ability ◽  
Emotional Behavior ◽  
Self Concept ◽  
Social And Emotional ◽  
Educable Mentally Retarded ◽  
The Relationship

This study examines the relationship between self ratings and teacher ratings of 100 children in classes for the educable mentally retarded. The results indicate that the self images of these pupils are positively related to the teachers' image of their academic ability. The teachers' ratings of each pupil's social and emotional behavior were not correlated significantly with the child's perception of his social or emotional relationship. In addition, the educable mentally retarded subjects in this study did not perceive their standing among peers to be positively correlated to academic success. Implications of these findings for the pupils ' educational program are suggested.

Correlations among Perceptual-Motor Ability, Self-Concept and Reading Achievement in Early Elementary Grades

1979 ◽  
Vol 48 (2) ◽  
pp. 447-450 ◽  
Author(s):  
William S. Husak ◽  
Richard A. Magill
Keyword(s):  
Reading Achievement ◽  
Multiple Regression ◽  
Science Research ◽  
Self Concept ◽  
Elementary Grades ◽  
Motor Ability ◽  
Early Elementary ◽  
Motor Abilities ◽  
Grade Levels ◽  
Assessment Survey

This study investigated the correlations among measures of perceptual-motor abilities, self-concept, and reading achievement and determined whether perceptual-motor ability and self-concept can predict reading achievement in the early elementary grades. A total of 105 boys and 108 girls from the first, second and third grades were tested on the stabilometer, a modified Minnesota Manual Dexterity Test, a tapping test, the Primary Self-concept Inventoty, and the Science Research Associates Assessment Survey. Intercorrelations across grade levels tended to be low and nonsignificant. The multiple regression procedures yielded no strong predictions of reading achievement. These findings tended to confirm the specificity of perceptual-motor ability, self-concept, and reading achievement.

scholarly journals Investigation of the Relationship between Academic Self-Concept and Academic Self-Efficacy of University Students Receiving Sports Education

2021 ◽  
Vol 7 (3) ◽  
pp. 68
Author(s):  
Isa Doğan ◽  
Gamze Durmuş
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Personal Information ◽  
Pearson Correlation ◽  
Self Concept ◽  
Test Analysis ◽  
Grade Levels ◽  
Significant Difference ◽  
The Relationship ◽  
Academic Self Efficacy

In this study, it was aimed to examine the relationship between Academic Self-Concept and Academic Self-Efficacy of university students studying in the field of sports sciences. The population of the research consists of a total of 619 students from the 2nd, 3rd, and 4th grades of Karabük University Hasan Doğan School of Physical Education and Sports, while the sample group consists of a total of 241 students, 88 of whom are female and 153 are male. “Personal Information Form”, “Matovu Academic Self-Concept Scale” developed by Liu and Wang (2005) and later adapted for university students by Matovu (2014) and adapted into Turkish by Cantekin and Gökler (2019), and the “Academic Self-Efficacy Scale” developed by Kandemir (2010) were used as data collection tools in the research. The data obtained were analyzed with the SPSS-24 Package Program. At the same time, Pearson correlation analysis, Independent-Samples t-test analysis, One-Way ANOVA (One-Way Analysis of Variance), Tukey multiple comparison were used in the analysis and interpretation of the data. While there is a significant difference between the Academic Self-Efficacy Scale (ASES) and Self-Efficacy for Academic Effort, one of its sub-dimensions, according to the gender of the students, there is no significant difference between it and the other sub-dimensions. According to the grade levels of the students, there is a significant difference between the total of ASES and Self-Efficacy for Handling Academic Problems, one of its sub-dimensions, while there is no significant difference between it and other sub-dimensions.

Self-Concept of Academic Ability: Relations with Gender and Academic Achievement

1993 ◽  
Vol 77 (3_suppl) ◽  
pp. 1131-1137 ◽  
Author(s):  
Mzobanzi M. Mboya
Keyword(s):  
Academic Achievement ◽  
Positive Relationship ◽  
Achievement Test ◽  
Academic Ability ◽  
The Self ◽  
Self Concept ◽  
Significant Positive Relationship ◽  
Tenth Grade ◽  
The Relationship ◽  
General Scale

For a sample of 440 tenth-grade students, measures were collected to assess the self-concept of academic ability and academic achievement. Self-concept of academic ability was measured by Brookover's Self-concept of Academic Ability (General) Scale and academic achievement by the California Achievement Test. Gills had a higher mean score on self-concept of academic ability and on academic achievement than did boys. A significant positive relationship was found between self-concept of academic ability and academic achievement between boys and girls but the magnitude of the relationship between the two variables was stronger among girls than among boys.

scholarly journals Sociometric types, behavioral categories and intellectual abilities in adolescents

2017 ◽  
Vol 7 (2) ◽  
pp. 69-85
Author(s):  
Cándido Inglés ◽  
David Aparisi ◽  
José García-Fernández ◽  
Juan Luis Castejón ◽  
María Martínez-Monteagudo
Keyword(s):  
Predictor Variable ◽  
Self Concept ◽  
Intellectual Abilities ◽  
Mental Abilities ◽  
Intellectual Skills ◽  
The Relationship

The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and intellectual abilities in a sample of 1349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. The students' sociometric nomination was performed by the Programa Socio and academic self-concept was measured by the Primary Mental Abilities Test (PMA; Thurstone, 1938; TEA, 1996). The hypotheses of the study suggest, firstly, that students positively nominated by their peers will present significantly higher scores on different scales of the PMA than students negatively nominated by their peers and, secondly, that intellectual skills will be a predictor variable statistically significant of sociometric types and behavioral categories. Results show that students nominated positively obtained significantly higher scores on the different intellectual abilities that nominees negatively. Intellectual abilities were a significant predictor of sociometric types because with increasing the score on the different intellectual abilities students were more likely to be nominated by their peers positively.

Sign in / Sign up

Export Citation Format

Share Document