Self-Attitudes of the Intellectually and Socially Advantaged Student: Normative Study of the Piers-Harris Children's Self-Concept Scale

Research shows a significant relationship between self-concept and academic achievement for the low up through average intellectual levels. There are, however, no like data for students of superior intelligence. The three primary objects of this research were to determine (1) the relationship between high intelligence/socioeconomic level and self-concept; (2) the significance of variance in age, sex, and reading achievement; and, (3) significant within-school variables. 148 economically advantaged elementary children were tested. The mean IQ was 131 ( SD, 12.5) and for this group, 70% had at least one parent who had completed graduate school. Subjects differed significantly from the normative group of the Piers-Harris; 83% exceeded their mean. Correlations between the self-concept scale and age, sex, IQ, and academic achievement were all nonsignificant. Students rated by their teachers as doing poorly academically did not score significantly differently from those rated satisfactory (less than 1 raw score point difference), and a study of specific items reflective of qualities of the school environment felt by Erickson to be vital showed that these children saw their teachers as fostering autonomy, initiative, and trust.

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Family involvement, adolescent self-concept and academic achievement

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe5030027 ◽

2015 ◽

Vol 5 (3) ◽

pp. 293-311

Author(s):

Ana Álvarez ◽

Natalia Suárez ◽

Ellián Tuero ◽

José C. Núñez ◽

Antonio Valle ◽

...

Keyword(s):

Academic Achievement ◽

Multivariate Analysis ◽

Parental Involvement ◽

Family Involvement ◽

Significant Relationship ◽

Study Data ◽

Self Concept ◽

First Year ◽

Achievement Scores ◽

The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

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Relationship between Self Concepts and Students' Academic Achievements in Selected Medical Colleges

Bangladesh Journal of Medical Education ◽

10.3329/bjme.v2i1.18131 ◽

2014 ◽

Vol 2 (1) ◽

pp. 10-13

Author(s):

Md Humayun Kabir Talukder ◽

Shahana Parvin

Keyword(s):

Academic Achievement ◽

Medical Students ◽

High Achievers ◽

Self Concept ◽

Dominant Dimension ◽

Achievement Data ◽

Significant Difference ◽

The Relationship ◽

Pearson Correlations ◽

Medical Colleges

This cross - sectional descriptive study was conducted to explore the relationship of medical students' self-concept with their academic achievement. The study population was preclinical second year medical students. Study was carried out at one government and one non-government medical colleges in Dhaka. Sample size was 254 and sampling technique was purposive. The three dimensions of self concept: personal, family and social self-concept of medical students were assessed through 45- items questionnaire, which was answered on a five-point Likert scale. Data was collected by self administered structured questionnaire with Bengali version. Academic achievement data were measured by two term examinations marks of three subjects (Anatomy, Physiology & Biochemistry) based on written and oral examinations. Simple statistical tests were used to analyze the dominant dimension of student's self-concept. Inferential statistic such as ttest was used to analyze the difference between the self-concept and gender. Pearson correlations were used analyze the relationship between self-concept of students with their academic achievement. The participant's age ranged from 17 - 23 years with a mean of 19.8 and a standard deviation of 0.93. Among the respondents 47% were male and 53% were females. In term-I and term-II exams majority (66.9% and 66.1%) student were high achievers. The research finding showed that the dominant dimension of self concept was family self-concept (mean value was 53.73). Beside that, t-test analysis showed that there was significant difference between dimension of self-concept of students according to gender (p= 0.03, p= 0.02). Pearson correlations analysis showed that there was positive correlation between dimensions of self-concept with student's academic achievement. Study recommended to increase the student's self-concept in order to enhance their academic achievement. DOI: http://dx.doi.org/10.3329/bjme.v2i1.18131 Bangladesh Journal of Medical Education Vol.2(1) 2011: 10-13

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The relationship between teacher efficacy and students' academic achievement: A meta-analysis

Social Behavior and Personality An International Journal ◽

10.2224/sbp.6554 ◽

2018 ◽

Vol 46 (4) ◽

pp. 529-540 ◽

Cited By ~ 5

Author(s):

Kyung Ryung Kim ◽

Eun Hee Seo

Keyword(s):

Academic Achievement ◽

Teacher Efficacy ◽

Classroom Management ◽

Meta Analysis ◽

Teaching Experience ◽

Student Academic Achievement ◽

Years Of Teaching Experience ◽

Efficacy Measures ◽

The Mean ◽

The Relationship

We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

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Yemeni EFL Student Teachers’ Moral Intelligence and its Relationship to their Academic Achievement: الذكاء الأخلاقي للطلاب اليمنيين الدارسين للغة الإنجليزية كلغة أجنبية وعلاقته بأدائهم الأكاديمي

Journal of Humanities & Social Sciences - مجلة العلوم الإنسانية و الإجتماعية ◽

10.26389/ajsrp.m190719 ◽

2020 ◽

Vol 4 (1) ◽

Author(s):

Mohammad Abdu Ahmed Al-Mekhlafi

Keyword(s):

Academic Achievement ◽

Student Teachers ◽

Male Student ◽

College Of Education ◽

Low Achievers ◽

Teacher Preparation Program ◽

The Mean ◽

Moral Intelligence ◽

High Degree ◽

The Relationship

This corelational study aimed at investigating the relationship between the moral intelligence of a group of Yemeni EFL student teachers and their academic achievement. It also aimed at finding out any statistically significant differences between the moral intelligence of the student teachers who are categorized into high and low achievers. One hundred and twelve Yemeni EFL student teachers of a third level in the teacher preparation program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study. Their ages ranged between 21 and 25 years. Data were collected using a literature-based questionnaire. The results of this study show that the mean of the ten categories of the moral intelligence is 4.02 (80.4%) indicating a high degree of moral intelligence. The results show that there is no statistically significant differencesat the 0.05 level between the moral intelligence and academic achievement in the Morphology and Syntax course. The results also indicate that there are no statistically significant differences at the level of 0.05 between high and low achievers on nine categories of the moral intelligence. Furthermore, the results indicate that there are no statistically significant differences at the level of 0.05 between female and male student teachers on nine categories of the moral intelligence, namely: Faith, Honesty, Integrity, Courage, Discipline, Responsibility, Service, Kindness and Courtesy. The study findings confirm the previous studies and present some suggestions for further research.

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INTELLIGENCE, SELF-ESTEEM AND ACADEMIC ACHIEVEMENT IN KOSOVO YOUTH

10.32008/nordsci2021/b1/v4/26 ◽

2021 ◽

Author(s):

Naim Fanaj ◽

Sevim Mustafa ◽

Erika Melonashi

Keyword(s):

Academic Achievement ◽

Self Esteem ◽

Cross Sectional Study ◽

Cross Sectional ◽

Grade Point ◽

Achievement Data ◽

Explanatory Factors ◽

High Intelligence ◽

The Impact ◽

The Relationship

Numerous studies have investigated the impact of self-esteem and intelligence on academic achievement. The findings are generally inconsistent. The aim of this study was to understand the relationship between intelligence, self-esteem and academic achievement among young people in Kosovo. It was a quantitative cross-sectional study. The sample consisted of 1856 participants, aged 10-18 years old (Mage = 15.29, SD = 1.76). Participants completed the Rosenberg Self-Esteem Scale and The Raven Standard Progressive Matrices. Grade Point Average (GPA) was used to measure academic achievement. Data processing was done with SPSS 21.0 and Microsoft Excel 2013. Participants according to self-reported academic achievement were classified as follows: fail (0.1%), sufficient (2%), good (15.6%), very good (26.7%) and excellent (55.7%). As regards self-esteem participants were classified as follows: low self-esteem (26.9%), and normal self-esteem (73.1%). A significant positive correlation was found between academic achievement and intelligence (r = .31; p = .00) but not between achievement and self-esteem. This significant correlation resulted for both genders separately. The Mann-Whitney test found significant differences in academic achievement between genders and between groups with high intelligence and those with normal intelligence. Intelligence, but not self-esteem revealed a significant relationship with academic achievement. Future studies on the topic might focus on explanatory factors or the possibility of interaction of other variables related to academic achievement.

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Konsep Kendiri dan Pencapaian Akademik Golongan Remaja: Melihat Sejauhmana Gaya Kepimpinan Ibu Bapa sebagai Moderator

Jurnal Teknologi ◽

10.11113/jt.v40.428 ◽

2012 ◽

Author(s):

Ishak Mad Shah

Keyword(s):

Academic Achievement ◽

Leadership Style ◽

Self Concept ◽

Research Subjects ◽

Moderator Variable ◽

Achievement Data ◽

Dependent Variables ◽

Relationship Of ◽

The Relationship ◽

Tennessee Self Concept Scale

Kajian ini bertujuan melihat sejauhmana gaya kepimpinan ibu bapa menjadi moderator kepada hubungan antara konsep kendiri dengan pencapaian akademik remaja. Untuk mencapai objektif kajian ini, seramai 687 orang remaja yang belajar di tingkatan empat dan lima dari beberapa sekolah menengah kebangsaan di Johor Bahru dipilih sebagai subjek kajian. Instrumen Tennessee Self–Concept Scale yang dibina oleh Fitts dan Indeks Topologi Amalan Didikan oleh Baumrind digunakan untuk tujuan pengumpulan data. Data pencapaian akademik diambil dari peperiksaan akhir. Data yang telah terkumpul dianalisis menggunakan statistik deskriptif kecenderungan memusat untuk menganalisis latar belakang subjek kajian. Analisis kesan pemboleh ubah moderator ke atas hubungan pemboleh ubah bebas dengan pemboleh ubah terikat telah dilakukan menggunakan statistik infrensi regresi pelbagai. Keputusan kajian yang diperolehi menunjukkan gaya kepimpinan authoritarian dan autoritatif ibu bapa didapati hanya bertindak sebagai pengamal secara signifikan kepada hubungan antara konsep kendiri dan pencapaian akademik golongan remaja. Hubungan antara konsep kendiri dengan pencapaian akademik golongan remaja didapati bersyarat kepada gaya kepimpinan permisif ibu bapa. Kata kunci: Konsep kendiri, gaya kepimpinan ibu bapa, pencapaian akademik The objective of this study is to see parents’ leadership style as a moderator for adolescents’ self–concept and academic achievement realtionship. 687 adolescents who are studying in form four and form five from secondary schools in Johor Bahru have been choosen as research subjects. Fitt’s Tennessee Self–Concept Scale and Baumrind Parenting Topology Index were used as research instruments. Academic achievement data had been taken from their final examination results. Descriptive statistic had been used for analysing the research subject demographic’s data. The effects of moderator variable on the relationship of independent and dependent variables are analysed by multivariate regression. The result shows the parents’ authoritarian and autoritative leadership styles as a predictor for adolescent self–concept and academic achievement relationship. Whereas, the relationship of adolescents’ self–concept and academic achievement is conditional to parents’ permissive style leadership. Key words: Self-concept, parents' leadership style, academic achievement

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The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17228323 ◽

2020 ◽

Vol 17 (22) ◽

pp. 8323

Author(s):

Pablo Usán Supervía ◽

Carlos Salavera Bordás ◽

Víctor Murillo Lorente

Keyword(s):

Academic Success ◽

Goal Orientation ◽

School Environment ◽

Academic Engagement ◽

Self Concept ◽

Task Orientation ◽

School Students ◽

Mediating Role ◽

The Relationship

Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale—Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.

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