Interaction Effects of Social Bonding and Negative Self-concept on Change in Delinquency : Based on Cognitive Theories of Crime Desistance

2020 ◽  
Vol 19 (4) ◽  
pp. 47-66
Author(s):  
Joonggon Kim ◽  
Keyword(s):  
Social Bonding ◽  
Interaction Effects ◽  
Self Concept ◽  
Crime Desistance ◽  
Cognitive Theories

scholarly journals Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Guenter Faber ◽  
Heike Drexler
Keyword(s):  
Interaction Effects ◽  
Self Concept ◽  
Statistics Anxiety ◽  
Science Students ◽  
Utility Value ◽  
Domain Specific ◽  
Experience Levels ◽  
Prior Experiences ◽  
Education Science

Based on a cognitive-motivational modeling of construct relations, the present study aimed at analyzing the role of prior statistics experiences to ex­­plain education science students’ statistics anxiety. Data were analyzed from two independent samples which consisted of N = 113 and N = 87 participants – using a different operationalization of the experience variable in each case. In both samples, analyses demonstrated students’ statistics anxiety to be substantially ex­plained by their self-concept and negative utility value – but not by their prior sta­tistics ex­periences. However, conceptually assumed interaction effects between motivation and ex­perience variables did not occur. Instead, students’ statistics anxiety appeared to be de­pendent on self-concept and value scores across all experience levels. Moreover, different operationa­lizations of the experience variable produced somewhat varying effect patterns. Find­ings are discussed in terms of conceptual, methodological, and instructional implications.

scholarly journals Self-concept of adolescents with visual impairments

2019 ◽  
Vol 38 (2) ◽  
pp. 160-167
Author(s):  
Ifigeneia Manitsa ◽  
Fiona Barlow-Brown ◽  
Evanthia Lyons
Keyword(s):  
Mental Health ◽  
Social Inclusion ◽  
Visual Impairments ◽  
The Self ◽  
Self Concept ◽  
Typically Developing ◽  
Research Project ◽  
Cognitive Theories ◽  
The Impact ◽  
A Current

An account is given of a current research project which is examining the impact of social inclusion on the self-concept of adolescents with visual impairments and the way this differs from their typically developing sighted peers. The study considers developmental and cognitive theories which are used to explain the development of self-concept in typical and atypical adolescents and the impact of social inclusion on this particular aspect of mental health.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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