Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools

2008 ◽  
Vol 19 (4) ◽  
pp. 700-743 ◽  
Author(s):  
Shaljan Areepattamannil ◽  
John G. Freeman
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Academic Motivation ◽  
Self Concept ◽  
Immigrant Adolescents ◽  
Greater Toronto Area

scholarly journals O autoconceito de estudantes de ensino médio e sua relação com desempenho acadêmico: Uma revisão sistemática

2018 ◽  
Vol 31 (1) ◽  
pp. 21
Author(s):  
Guilherme Da Silva Gasparotto ◽  
Thaynara Do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Tania Stoltz ◽  
Valdomiro De Oliveira
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Web Of Science ◽  
Educational Achievement ◽  
Self Psychology ◽  
Self Concept ◽  
School Students ◽  
The Relationship

O objetivo do estudo foi revisar sistematicamente as pesquisas que analisaram a relação do autoconceito com o rendimento acadêmico de adolescentes do ensino médio, bem como verificar quais variáveis e contextos dentro da escola foram abordados em conjunto ao autoconceito, para melhor explicar essa relação. A revisão incluiu estudos publicados nos últimos 10 anos nas bases eletrônicas de trabalhos científicos: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO e Web of Science. Foram utilizados os descritores caracterizando componentes do autoconceito (self, self-concept e self-psychology) com os descritores relacionados ao rendimento acadêmico, em que também se considerou a capacidade acadêmica percebida (academic achievement, underachievement, educational achievement, perception of competence, competence perception, self-efficacy). Dez estudos foram incluídos na revisão. A relação entre autoconceito e desempenho acadêmico mostrou-se consistente e se confirmou em nove dos 10 trabalhos. Outras variáveis também se apresentaram importantes na explicação do desfecho do rendimento acadêmico, tais como a motivação acadêmica, a prática de atividades extracurriculares, a autoeficácia acadêmica e o envolvimento dos pais.Palavras-chave:Estudantes; Psicologia do self; Adolescente; Avaliação do rendimento ABSTRACTThe aim of the study was to systematically review the studies that analyzed the relationship between self-concept and academic achievement in high school students, as well as to verify which variables and contexts within the school were approached together with self-concept, to better explain this relationship. The review included studies published in the last ten years in the scientific electronic databases: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO and Web of Science. The descriptors that characterized the components of self-concept used were those of self, self-concept and self-psychology, and the descriptors related to academic achievement, academic achievement, underachievement, educational achievement, perception of competence, competence perception and self-efficacy. Ten studies were included in the review. The relationship between self-concept and academic performance was consistent and confirmed in nine of the ten papers. Other variables that were important in explaining the academic achievement were academic motivation, the practice of extracurricular activities, academic self-efficacy and parental involvement.Keywords:Students; Self-psychology; Adolescent; Performance assessment

scholarly journals Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects

2010 ◽  
Vol 20 (6) ◽  
pp. 644-653 ◽  
Author(s):  
Frédéric Guay ◽  
Catherine F. Ratelle ◽  
Amélie Roy ◽  
David Litalien
Keyword(s):  
Academic Achievement ◽  
Academic Motivation ◽  
Self Concept ◽  
Additive Effects

scholarly journals THE ROLE OF ACADEMIC MOTIVATION AND ACADEMIC SELF CONCEPT IN STUDENT’S ACADEMIC ACHIEVEMENT

2016 ◽  
Vol 4 (9(SE)) ◽  
pp. 37-49
Author(s):  
M. Kalaivani ◽  
V. Rajeswari
Keyword(s):  
Academic Achievement ◽  
Young People ◽  
Academic Motivation ◽  
Human Life ◽  
Self Concept ◽  
The Public ◽  
Complete Development ◽  
Original Contribution ◽  
Positive Learning Environment

Education is important to cultivate good values among the public in society. Education helps men to develop their life style. The ultimate goal of school is to educate young people to become responsible. Education is the complete development of individuality of the child so that the man can make an original contribution to human life according to the best of his capacity.. Both academic motivation and academic self-concept promote positive learning environment among the students. It is not just a desire only to achieve but it makes every student to excel in every actions. Proper motivation helps them to do their studies in the best way. Likewise highest self-concept students can easily achieve high in their academics. Both academic motivation and academic self-concept bring out the students’ potentialities and make the students to be successful in their academic prospects. Hence this paper attempts to explore the importance of academic motivation and academic self-concept in academic achievement.

scholarly journals Need For Life Skills Education among Tribal and Non Tribal Students

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Ankit Patel
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Academic Motivation ◽  
Research Work ◽  
Mean Value ◽  
Value Analysis ◽  
Tribal Area ◽  
Significant Difference ◽  
Mean Value Analysis ◽  
The Mean

The academic achievement is correlates of Psychological variables. This research work was conducted on a sample of 350 tribal and 350 non-tribal students studying in secondary schools in PANCHMAHALS district with a view to finding out the effect of the intelligence and academic motivation on their academic achievement of the pupils in tribal secondary schools in Gujarat, India. The sample was collected from the students of non-government high schools of tribal area district who significantly differ in their intelligence and academic motivation. Desai’s verbal-non verbal group test of intelligence was administrated to the students. Academic motivation test was developed by researcher and administrated to the students.  The students’ academic achievement tool is last preliminary examination score in March, 2011. The mean value analysis of significance of the mean difference and the values were calculated, other calculated is mean value analysis of variable and F-test. The findings show that there is no significant difference in the IQ and academic motivation of standard: X students in the secondary schools of tribal area of the PANCHMAHALS district, Gujarat-India.

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