Investigating the Use of Robotics in Elementary Schools: Increasing Self-Concept in STEM and Identifying Situations

2013 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Sandra Y. Okita ◽  
Delciane Wright
Keyword(s):  
Elementary Schools ◽  
Self Concept

Self-Concept and Achievement in Self-Enhancing Education

1973 ◽  
Vol 32 (2) ◽  
pp. 641-642 ◽  
Author(s):  
John D. Williams ◽  
J. Daniel Beebe
Keyword(s):  
Elementary Schools ◽  
Education Program ◽  
Cognitive Skills ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Self Concept ◽  
Positive Correlation

A self-enhancing education program was implemented in two elementary schools. In general, Ss showed an increase in cognitive skills but a decrease in self-concept. A positive correlation was shown between the cognitive domain and the affective domain on the initial and final testings which occurred 6 mo. apart.

scholarly journals The development of self-concept in children

2018 ◽  
Vol 224 (3) ◽  
pp. 293-316
Author(s):  
Assist. Inst. Fadia Fakhry Smoaay
Keyword(s):  
Elementary Schools ◽  
The Self ◽  
Self Concept ◽  
Total Degree ◽  
Social Self ◽  
Moral Self ◽  
Carl Rogers ◽  
Five Dimensions ◽  
The Stability ◽  
The Relationship

The goal of the current research is to identify the Self-Concept for children according to the age of (5, 6, and 7 years). These variable1 can be shown as follow:  A - Age (5, 6, and 7) years .  B - Gender (male - female)       The present study shows that there is no statistically significant differences between the averages of the age of children (5, 6, and 7) years in self-concept, and sex variable (male - female) .The research sample consists of (230) boys and girls, they have been selected by class style randomly from kindergarten and elementary schools affiliated to Al Rusafa in the province of Baghdad.      For the purpose of achieving the objectives of the research ,the researchers formulaes  a suitable instrument for the research sample, so the researcher uses a tool to measure the evolution of self-concept in children aged (5, 6 and 7) years, it was rely on the theory of Carl Rogers and some previous studies on this concept, which was to reach for five dimensions to measure self-concept that includes ( Physical-self dimension, mental-self dimension, social-self dimension, emotional-self dimension, moral-self dimension) .  This tool consists of (42) paragraph, that reflects the truth of virtual scale, discrimination paragraphs,  in addition it is distinguishing the relationship between the paragraph degree with the total degree of the standard, and the link of the paragraph degree with the area degree, and it has been verified the stability of the standard by re-testing it, which was (0.75), and coefficient of Alvacrobach, in order to calculate the stability of (internal consistency) for the standard which was (0.84), which makes the standard ready for the final application.

scholarly journals ASPEK-ASPEK PSIKOLOGIS YANG BERPENGARUH TERHADAP KINERJA PROFESIONAL GURU SEKOLAH DASAR (SD)

2018 ◽  
Vol 7 (2) ◽  
pp. 98-105
Author(s):  
Herwanto Herwanto ◽  
Fitrah Tul Ummi ◽  
Dewi Rustiana ◽  
Pratitasari Retna H
Keyword(s):  
Elementary Schools ◽  
Family Conflict ◽  
Negative Impact ◽  
Positive Impact ◽  
Well Being ◽  
Self Concept ◽  
Work Family Conflict ◽  
Public Elementary Schools ◽  
Work Family ◽  
The Impact

This study investigated the impact of psychological aspects, such as workplace well-being, work-family conflict and self-concept) towards the performance of elementary school’s teacher in East Jakarta. Certified teachers from several public elementary schools were included in this study. The purposive sampling technique was applied to recruit the sample of the study. The result of this study demonstrated the positive impact of workplace well-being towards teacher’s performance. Our result yielded that 33.1% of teacher’s professional performance in public elementary schools were affected by workplace well-being. Self-concept was also found having a positive impact in predicting teacher’s performance. On the other hand, this study found that work-family conflict had a significant negative impact on teacher’s performance. These findings implied that the positive workplace well-being and self-concept would decrease the teacher’s performances, meanwhile the increasing of work-family conflict would result in decreasing teacher’s performances.

scholarly journals Model Pendidikan Gerak untuk Meningkatkan Physical-Self-Concept pada Pendidikan Jasmani di Sekolah Dasar

2020 ◽  
Vol 3 (2) ◽  
pp. 20-25
Author(s):  
Safithry 'Indy Astuty ◽  
Suherman Slamet ◽  
Ricky Wibowo
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Weight Control ◽  
Study Data ◽  
Male Students ◽  
Self Concept ◽  
Class Iii ◽  
Movement Education ◽  
Physical Abilities ◽  
Education Model

This study is motivated by the lack of students' understanding of the concept of physical self (Physical Self-Concept) in physical education which is still low, and many students who do not look at physical performance, physical appearance, and weight control in physical activities and educators must apply to a movement education model so that students can understand the Physical Self-Concept on students' physical abilities. The purpose of the study is to determine the effect through the application of the movement education model to improve the Phyical Self-Concept in physical education in elementary schools. The research method uses Classroom Action Research with 2 cycles, in one cycle consisting of 2 actions. In the study conducted at SDN 032 Tilil in Bandung City, with a sample of class III A students totaling 29 students (13 male students, 16 female students). The instrument used is the CPSS (Children's Physical Self Scale) on students according to their abilities and learning outcomes in the movement education model. Based on the results of study data, that students can carry out the learning process through physical self-concept in physical education in elementary schools with the application of the movement education model can be increased.AbstrakStudi ini dilatarbelakangi oleh kurangnya pemahaman siswa akan konsep diri terhadap fisik (Physical Self-Concept) pada pendidikan jasmani yang masih rendah, dan banyak siswa yang tidak melihat akan performa jasmani, penampilan jasmani, dan kontrol berat badan pada aktivitas jasmani dan pendidik harus menerapkan pada model pendidikan gerak agar siswa dapat memahami tentang Physical Self-Concept pada kemampuan jasmani siswa. Tujuan dari penelitian yaitu mengetahui pengaruh melalui penerapan model pendidikan gerak untuk meningkatkan Phyical Self-Concept pada pendidikan jasmani di Sekolah Dasar. Metode penelitian menggunakan Penelitian Tindakan Kelas dengan 2 siklus, dalam satu siklus terdiri dari 2 tindakan. Pada penelitian dilakukan di SDN 032 Tilil Kota Bandung, dengan sampel peserta didik kelas III A yang berjumlah 29 siswa (13 siswa laki-laki, 16 siswa perempuan). Instrumen yang digunakan yaitu CPSS (Children’s Physical Self Scale) pada siswa sesuai dengan kemampuan yang mereka miliki dan hasil belajar pada model pendidikan gerak. Berdasarkan hasil data studi, bahwa siswa dapat melaksanakan proses pembelajaran melalui physical self-concept pada pendidikan jasmani di sekolah dasar dengan penerapan model pendidikan gerak dapat meningkat.

Effects of Four Physical Education Teaching Methods on Development of Motor Skill, Self-Concept, and Social Attitudes of Fifth-Grade Children

1992 ◽  
Vol 74 (3_suppl) ◽  
pp. 1151-1167 ◽  
Author(s):  
Constantine Emmanouel ◽  
Yannis Zervas ◽  
George Vagenas
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Teaching Methods ◽  
Motor Skill ◽  
Social Attitudes ◽  
Analysis Of Covariance ◽  
Self Concept ◽  
Fifth Grade ◽  
Motor Ability ◽  
Combined Method

The purpose of this study was to examine the effects of four teaching methods on several measures of motor skill, self-concept, and social attitudes of 130 fifth-grade children (67 boys, 63 girls), who were randomly chosen from five elementary schools in one area. Teaching methods were systematically applied for 60 teaching days (20 weeks). Measurements were assessed on three occasions (pre-, mid-, and post-experiment). A 4 × 2 × 3 multivariate analysis of covariance showed the ‘combined’ method most effective in improving the students' motor ability, while ‘indirect’ and ‘game-oriented’ methods contributed to the improvement of self-concept and social attitudes, respectively. Since each of the four methods had different effects on various measures made to evaluate whether aims of physical education had been met, the teacher should be aware of many methods and able to implement them in various combinations, depending upon the special features and purposes of a lesson.

scholarly journals Predictors of Self-Concept in Elementary School Pupils

2020 ◽  
Vol 22 (3) ◽  
Author(s):  
Dejana Bouillet ◽  
Renata Miljević-Riđički
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Peer Relations ◽  
Social Relations ◽  
Family Relations ◽  
The Self ◽  
Self Concept ◽  
School Age ◽  
Male And Female

Research consistently shows the connection between self-concept in children and youngpeople and their social relations, which is also reflected in pupils’ attitudes towardseducation. This paper analyses how family relations, peer relations and attitudestowards education contribute to the global self-concept of male and female pupilsof 8 to 14 years of age. The research was conducted by using an extended versionof the Questionnaire for Planning Social-pedagogic Interventions. The researchsample consisted of 3,335 pupils from 43 Croatian elementary schools. This studyexamines the hypothesis on differences in self-concept predictors between male andfemale elementary school pupils, suggesting that in comparison with male pupils, theself-concept of female pupils is more dependent on social relations and the level ofengagement in education. It was established that self-concept is relatively stable forboys of 8-14 years of age while it becomes weaker among girls of 8 -14 years of age.Statistically, for both male and female pupils, self-concept significantly depends on theassessment of the quality of family relations, peer relations, and the attitude of pupilstowards education. The most important self-concept predictor among male pupilsis their relationship with their peers, and among female pupils it is family relations.In addition, relationships with significant others and attitudes towards educationcontribute more strongly to the self-concept of female pupils than it does with theirmale peers.Keywords: attitude towards education; family relations; peer relations; significantothers in school age

scholarly journals SELF CONCEPT, SELF ESTEEM AND SCHOOL SYSTEM: THE STUDY OF COMPARATION BETWEEN FULLDAY SCHOOL AND HALFDAY SCHOOL IN PURWOREJO

2016 ◽  
Vol 6 (1) ◽  
pp. 53
Author(s):  
Itsna Iftayani ◽  
Nurhidayati Nurhidayati
Keyword(s):  
Elementary Schools ◽  
Elementary Students ◽  
School System ◽  
Self Esteem ◽  
Day School ◽  
Self Concept ◽  
Regular School ◽  
Students Success ◽  
Full Day

Abstract: Self concept and self esteem are two psychological aspects that need to be attention in learning at school because a high of self concept and self esteem can influence students success in their learning. The objective of this research is to know about the differences about  self concept and self esteem among elementary students with full day school and half day school system. The method used in this observation is comparison by comparing self concept and self esteem of elementary students with full day and half day system. The population of this research is 3 fullday Islamic elementary schools and 6 halfday Islamic elementary schools. The sample of this research is SD Islam Al-Madina as fullday school and SD Muhammadiyah Purworejo as halfday school. The data is gotten by the scale, observation, interviews and documentation. The result shows that there are no significant differences between self concept (t=0,096 with df :47)  and self esteem (t=0,396 with df :47) among student who study in full day school and half day (regular) school system so it means that school system doesn’t influence the quality of self concept and self esteem.Keywords: self concept, self esteem, full day school, half day school. 

Self-Concept Validation Research: Some Current Complexities

1980 ◽  
Vol 13 (2) ◽  
pp. 72-82 ◽  
Author(s):  
Ronald W. Marx ◽  
Philip H. Winne
Keyword(s):  
Self Concept ◽  
Validation Research ◽  
Concept Validation
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