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1.
This study examined the relationship of perfectionism with measures of achievement and achievement motivation and mental health aspects of depression and self‐esteem in high school students. Participants were 123 tenth‐ through twelfth‐grade students. Results of multiple regression analyses indicated that students' personal standards were significant predictors of academic achievement. Students' personal standards also significantly predicted achievement motivation. Analyses of the relationship between perfectionism and depression and self‐esteem found that as students' personal standards increased, their levels of depression decreased and self‐esteem increased. Furthermore, when students experienced a discrepancy between their personal standards and actual performance, their depression levels increased and self‐esteem decreased. © 2000 John Wiley & Sons, Inc.  相似文献   

2.
Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7‐12 (N = 1,641, students; 53% female) across three schools in Israel. Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within‐class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement.  相似文献   

3.
This study examined the influences of generational status, self‐esteem, academic self‐efficacy, and perceived social support on 367 undergraduate college students' well‐being. Findings showed that 1st‐generation students reported significantly more somatic symptoms and lower levels of academic self‐efficacy than did non‐1st‐generation students. In addition, students' generational status was found to moderate predictive effects of perceived family support on stress. Implications for professional practices, limitations, and directions for future research are discussed.  相似文献   

4.
Overt narcissism correlated negatively with emotional distress and interpersonal difficulties among female, but not male, students. After controlling for self‐esteem, overt narcissism correlated positively with depression among female students and with emotional distress and interpersonal difficulties among male students. Covert narcissism correlated positively with emotional distress and interpersonal and academic difficulties among both male and female students. Associations between covert narcissism and emotional distress and interpersonal difficulties remained after controlling for self‐esteem.  相似文献   

5.
This study evaluated the degree to which a range of social emotional learning skills—academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress— could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban school district, we found that high school students classified as performing in the lowest 25% of their grade reported lower social emotional skills than students classified in the top 25% of academic performers by the end of the 8th grade. Two variables, perceived importance of attending college and psychological and physical stress, accounted for nearly 26% of the variance in cumulative high school GPA after controlling for 9th-grade GPA. Finally, the results indicated that a combination of 5 social emotional learning subscales effectively discriminated between students making positive progress towards high school graduation and those identified as having dropped out of or failed more than 14% of their courses.  相似文献   

6.
Sufficient engagement in studying promotes students' academic performance and ability to compete in the job market. In this study, we explore the role of future focus and dispositional awe in stimulating college students' study engagement. To examine our hypotheses, we conducted a questionnaire survey with 237 students from a national college in China. The results indicate that future focus is positively related to study engagement and that self‐esteem mediates this relationship. Moreover, the mediating effect of self‐esteem is moderated by dispositional awe such that the mediation relationship is weaker when the level of awe is higher. Implications and directions for future research are discussed.  相似文献   

7.
Using structural equation modeling techniques, this exploratory study investigated the differences in the factor structure of academic self‐perceptions in a sample of gifted students and within a general population of students. The factor structure exhibited partial measurement invariance, suggesting that two of the items on the factor work differently in the gifted sample than in the sample from the general population. The gifted sample demonstrated higher academic self‐perceptions than the general school sample and higher self‐reported GPAs than the general school sample. However, the relationship between academic self‐perceptions and self‐reported GPA was invariant across groups. For both gifted students and the general population of high school students, GPA and academic self‐perceptions were moderately and positively related. Therefore, although there are large mean differences between gifted students and the general population of students on the academic self‐perceptions scale, the structure of the relationship between academic self‐perceptions and GPA was similar.  相似文献   

8.
Interparental conflict has been shown to have a negative effect on the academic success of children and adolescents. This study examined the relationship between college students' (N = 143) perceived levels of interparental conflict, their living arrangement, and their current self‐reported grade point average. Participants who experienced more interparental conflict, specifically female students and those living away from home, reported a lower grade point average. Implications for college counselors are discussed.  相似文献   

9.
This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction.  相似文献   

10.
The main aim of this study is to test a conceptualised framework that involved the integration of achievement goals, self‐efficacy and self‐esteem beliefs, and study‐processing strategies. Two hundred and ninety (178 females, 112 males) first‐year university students were administered a number of Likert‐scale inventories in tutorial classes. Data were analysed through structural equation modelling procedures. The results provided support, in part, for the hypothesised relationships; for example, both self‐efficacy and self‐esteem exerted positive effects on deep processing, and academic performance was influenced positively by mastery goals and deep processing. Similarly, surface processing exerted a negative effect on academic performance. One key finding was the positive effect that self‐esteem exerted on self‐efficacy. Finally, a one‐way MANOVA indicated statistically significant differences between men and women in their self‐esteem; women reported higher self‐esteem than men. This study provides support for the amalgamation of key motivational and learning theories and accentuates the importance of achievement goals, self‐efficacy and study‐processing strategies as possible mediators of students’ academic performance.  相似文献   

11.
This study reports an investigation into the sources and levels of stress in relation to locus of control and self esteem in university students. Two stress questionnaires (ASQ and LSQ) were used to assess students’ stress. The first deals with academic sources of stress, and the second assesses the student's life stress levels. The achievement scale of the Multidimensional Multi‐attributional Scale Causality (MMCS) was used to measure locus of control, and the Rosenberg Self Esteem Scale to assess students’ self esteem. The study sample consisted of 675 (202 males and 473 females) second‐year undergraduate students. The results indicated that examination and examination results were the highest causes of stress in students, followed by studying for exams, too much to do and the amount to learn, respectively. Results showed that 77.6% and 10.4% of the students fall into the moderate and serious stress categories, respectively, and that there were significant differences between females and males students in both academic and life stress, with female students more stressed than males. Results also indicated a significant positive correlation between locus of control and academic stress, suggesting that students with external beliefs are more stressed than those with internal. A significant negative correlation between self esteem and both academic and life stress emerged, indicating that students with high self esteem are less stressed than are those with low.  相似文献   

12.
Abstract

The problem investigated in this study was to determine how accurately three related, yet distinct, groups could predict first semester college freshman GPA Data on seventy-six students, parents, and counselors were analyzed.

Correlation coefficients computed between predicted GPA by students, parents, and counselors and GPA actually achieved by the students were found to be 0.5443, 0.6010, and 0.5867 respectively. An analysis of variance of .4265 demonstrated no significant differences between the three groups' predicted GPA. The differences between the students' achieved GPA and the predicted GPA by each group were all significant at the .01 level.

Each group predicted about as well as the more objective measures of academic success; each group tended to predict about the same; and each group tended to over-predict.  相似文献   

13.
This study examined the mediator and moderator roles of self‐regulation and motivation constructs in the relationship between learning experience and academic success. Self‐reported measures of learning experience, self‐regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation modelling indicated that self‐regulation and motivation fully mediated the learning experience—academic performance relation. In addition, hierarchical regression analysis also showed that both self‐regulation and motivation had small moderating effects on the link between learning experience and academic performance. That is, the association between learning experience and cumulative GPA was stronger for students with lower levels of self‐regulation and motivation. The implications of fostering motivation and enhancing university learning experience are discussed.  相似文献   

14.
This study examined the influence of academic self‐efficacy and social support on the academic success of Indian‐American and Caucasian‐American undergraduate students. 200 Indian‐American and Caucasian‐American students completed a demographic form and five surveys. The data showed that academic self‐efficacy had a significant effect on college grade point averages (GPA) for Caucasians, but not for Indians. Regarding social support, the quality of mentoring relationships was found to be twice as high for Indians than Caucasians. The total number of mentors, however, was significantly higher for Caucasians. The results of this study support theories that highlight the importance of social support on Indians’ academic success, and of academic self‐efficacy on Caucasians’ academic success. This study also provides support of the existing literature that the construct of self‐efficacy is culturally biased, and questions the utility of self‐efficacy measurements for the Indian ethnicity.  相似文献   

15.
‘I've had to swallow my pride’: help seeking and self‐esteem   总被引：1，自引：1，他引：1  
One of the paradoxes confronting higher education teachers and other staff supporting students is that despite their perception that they offer students opportunities for support, students do not take advantage of them. Our research was based on the desire to understand the ways students cope and what resources they draw on. To this end, we interviewed students from a range of backgrounds and courses. We famed our analysis in terms of situated self‐esteem because the data revealed the strength of students' personal projects, together with clear evidence of the complexities of help seeking. Situated self‐esteem concerns proper and measured judgements about the self and the ability to cope rather than conceptualizing esteem in a therapeutic framework. We conclude by considering the ways in which institutional support for learning and teaching might strengthen students' resources, not undermine them.  相似文献   

16.
Minority and majority elementary school students from a Native American reservation (N = 188; K–fifth grade; 5‐ to 10‐year‐olds) completed tests of academic self‐concepts and self‐esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self‐esteem. Minority students demonstrated lower academic self‐concepts and lower achievement than majority students. Two age‐related patterns emerged. First, minority students had lower academic achievement than majority students, and this effect was stronger in older (Grades 3–5) than in younger (Grades K–2) students. Second, children's actual achievement was related to their academic self‐concepts for older students but more strongly linked to self‐esteem in younger students. The authors offer a developmental account connecting students’ developing self‐representations to their school achievement.  相似文献   

17.
‘Non‐traditional’ students are increasingly a part of university populations. This study examined differences between mature age and younger university students in their learning and study strategies as measured by the Learning and Study Strategies Inventory (LASSI). Subjects were 21 mature age and 104 younger teacher education students enrolled in The Bachelor of Teaching (Primary) course at the Royal Melbourne Institute of Technology. Significant correlations were found between the students' LASSI scores and both their self‐reported level of global skill and their perceptions of how difficult the course was. There were significant differences between the two groups in terms of their learning and study strategies, with mature age students reporting themselves to be using effective strategies more often, on average, than younger students. The validity and implications of these findings in terms of student learning, support and instruction in study and learning and in predicting academic success are discussed.  相似文献   

18.
The study sought to establish the level of students' self‐assessment skill—particularly inexperienced students—and to examine the relationship between self‐assessment skill and learning style, student perceptions of academic locus of control and academic self‐efficacy. Students were asked to evaluate and provide estimated marks for their own work, were which compared with tutors' actual marks. Students also completed measures of learning style, academic locus control and academic self‐efficacy. Comparisons of student estimated and tutor marks indicated a good level of self‐assessment skill in the majority of students. A significant minority of students did however fail to exhibit such skills. There was also some evidence of a tendency for students to underestimate their performance. While both strategic and deep approaches to learning were shown to be positively correlated with tutor mark, only surface approach was negatively correlated with students' estimated mark, suggesting that surface learners are inclined to provide lower evaluations of their own performance. Deep approach was also correlated with accuracy of student self‐assessment skill, suggesting that deep learning is associated with self‐assessment competency. No clear or convincing associations between self‐assessment skill and perceptions of academic locus of control or academic self‐efficacy were identified. Findings suggest that while self‐assessment skill undoubtedly develops, becoming more effective during students' academic career, inexperienced students do have the capacity for self‐evaluation and should therefore be included in self‐assessment activities. In the light of findings related to learning style and the heterogeneous nature of student groups, student monitoring and skill development are proposed in order to allow the integration of self‐assessment into the learning and assessment process.  相似文献   

19.
To investigate students' self‐monitoring practice and effects of educational level and task importance on self‐monitoring, 510 students, varying in educational level from elementary through graduate school, reported the self‐monitoring strategies they employed in three learning situations with different levels of task importance. The study identified six self‐monitoring strategies used by students but found a low involvement in self‐monitoring at all educational levels. It was found that older students used more complex self‐monitoring strategies more frequently than younger students. The study also showed that students' self‐monitoring increased with task importance. The self‐monitoring deficiencies that students experienced in difficult learning tasks were attributed to the lack of a system of self‐monitoring. Educational applications of teaching self‐monitoring strategies and developing self‐monitoring systems for difficult learning tasks were discussed.  相似文献   

20.
This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students' background characteristics and school experiences, and their interaction, in students' emotional engagement with school. At-risk students do not report lower levels of emotional engagement, except for students using (soft)drugs. While Dutch dropout prevention focuses on fostering a sense of belonging through enhancing teacher–student relationships, we do not find a significant role of perceived support from school staff in students' sense of belonging. A good relationship with classmates is more important to engage students in post-secondary vocational education. Perceiving an academic fit is most prominently related to the emotional engagement of vocational students, indicating that a sense of belonging should not only be defined in social, but also in academic terms.  相似文献   

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