scholarly journals Investigation of Academic Success, Self-esteem and Academic Self-Concept in 4th Class Primary School Students

2017 ◽  
Vol 7 (4) ◽  
pp. 96 ◽  
Author(s):  
Seher Cetinkaya
Keyword(s):  
Academic Success ◽  
Self Esteem ◽  
Self Concept ◽  
Primary School Students ◽  
School Students ◽  
Starting School ◽  
Parallel Pattern ◽  
Teacher Opinions ◽  
Academic Year ◽  
Class Teacher

In Turkey due to changes in the age starting school implemented during the 2012-2013 academic year, children ages from 60 months to 84 months were subject to the same educational program in the same class. By the 2015-2016 academic year these children were at the end of 4th class. This research aimed to investigate the Turkish and mathematic lesson success, academic self-concepts and self-esteem of 4th class students and determine the opinions of class teachers on this topic. The research used a mixed method pattern with convergent parallel pattern. At the end of the research quantitative findings relating to Turkish and mathematic lesson success according to age starting school and educational level of parents; Turkish and mathematic lesson academic self-concept and self-esteem according to age starting school; and qualitative findings of class teacher opinions were compared, interpreted and discussed in light of the literature.

scholarly journals Physical self-concept of normal-weight and overweight adolescents: Gender specificities

2011 ◽  
Vol 43 (2) ◽  
pp. 347-365 ◽  
Author(s):  
Dusanka Lazarevic ◽  
Snezana Radisavljevic-Janic ◽  
Ivana Milanovic ◽  
Ljiljana Lazarevic
Keyword(s):  
Discriminant Analysis ◽  
Body Mass ◽  
Body Fat ◽  
Self Esteem ◽  
Normal Weight ◽  
Self Concept ◽  
Primary School Students ◽  
School Students ◽  
Overweight Adolescents ◽  
The Relationship

Previous researchers have described the relation between physical self-concept and body mass in adolescents, but those relationships have not been clearly specified by gender. The purpose of this study is to explore physical self-concepts of normal-weight and over-weight Serbian adolescents with respect to gender. The sample consisted of 417 primary school students (229 boys and 188 girls) with the average age 13.6 (SD=0.73) years who were divided into normal-weight and overweight groups according to body mass index. To assess the multidimensional physical self-concept, Physical Self-Description Questionnaire (PSDQ) was administered. Results showed that overweight adolescents had significantly lower scores than normal-weight on all PSDQ scales except Health and Strength. Differences were greater among girls than boys. Discriminant analysis showed that the scales Body Fat, Endurance and Sports Competence best differentiated normal-weight boys from other students. Also, discriminant analysis showed that, besides the scale Body Fat, scales Flexibility, Self-Esteem, and Coordination best differentiated normal-weight girls from other students. Results indicate that for better understanding of the relationship between adolescent?s physical self-concept and body mass one must take gender into account. Results are potentially valuable for preventing overweight through physical education.

Relationships between Area-Specific Measures of Self-Concept, Self-Esteem and Academic Achievement for Junior High School Students

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1117-1118 ◽  
Author(s):  
Douglas Muller ◽  
Jack Chambliss ◽  
Martha Wood
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Peer Relations ◽  
Junior High School ◽  
Junior High ◽  
Self Esteem ◽  
Junior High School Students ◽  
Self Concept ◽  
School Students

Physical maturity, peer relations, academic success and school adaptiveness self-concept and self-esteem measures were correlated with reading, language, mathematics, and composite achievement scores for 26 male and 48 female junior high school students. Academic success self-concept was significantly correlated with each of the achievement measures. Peer relations self-concept and self-esteem correlated with language, math, and composite achievement. Academic success self-esteem measures did not correlate with any of the measures of achievement.

ОСОБЕННОСТИ ФОРМИРОВАНИЯ САМООЦЕНКИ ШКОЛЬНИКОВ МЛАДШИХ КЛАССОВ

2020 ◽  
Vol 53 (04) ◽  
pp. 183-186
Author(s):  
Лала Закир гызы Талибова ◽  
Keyword(s):  
Primary School ◽  
Key Words ◽  
Self Esteem ◽  
Primary School Students ◽  
School Students

Key words: self-esteem, personality, primary school students

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

scholarly journals VALIDITY AND RELIABILITY OF REBT MODULE CREATIVE GUIDANCE ON IRRATIONAL THINKING, AGGRESSIVE BEHAVIOR, AND SELF-ESTEEM

2020 ◽  
Vol 5 (37) ◽  
pp. 283-296
Author(s):  
Ibrahim Abd Ghani ◽  
Norsayyadatina Che Rozubi
Keyword(s):  
Primary School ◽  
Aggressive Behavior ◽  
Well Being ◽  
Self Esteem ◽  
Local Context ◽  
Validity And Reliability ◽  
Primary School Students ◽  
Albert Ellis ◽  
School Students ◽  
Rational Emotive

Rational Emotive Behavioural Therapy (REBT) Module - Creative Guidance is designed to prevent irrational thoughts, lower aggressive behavior, and increase self-esteem. This module contains seven sub-modules based on behavioral approaches based on the theory of Rational Emotive Behavior Therapy (REBT) by Albert Ellis (1955) and integrated with creative Guidance. It combines elements of Music, technology, and play. To measure the validity of the content, the certification method by five experts was used while 40 primary school students aged 11 years were selected to follow the guidance program using this module. It is run for two weeks in a row. The findings of the study show that the REBT-Creative Guidance Module has a content validity index value of 80%., The cost of Cronbach's Alpha coefficient of Creative REBT-Guidance Module is high at .978. Reliability with an amount.930 In conclusion, new contributions to guidance and counseling teachers in Malaysia. It is also suitable for use in a local context focused on primary school students. Counselors can also use this module, Teachers or facilitators as one of the alternative interventions for primary school students throughout Malaysia, especially on the Development and Development of Student Personality, Improving Student Discipline, Improving Student Careers and Psychosocial and Mental Well-Being.

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

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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