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1.
采用问卷调查与自然实验相结合的方式对高中生自我妨碍(特质性自我妨碍与情境性自我妨碍)的特点及其与自我概念的关系进行研究.结果表明:(1)高中生特质性自我妨碍在性别上差异不显著,但在年级、学习成绩上差异显著.(2)高中生特质性自我妨碍与自我概念的总分及各个维度都存在显著负相关,其中自我概念的4个维度是特质性自我妨碍的有效预测变量.(3)在高中生情境性自我妨碍中,行为式自我妨碍的指标练习数目在性别、学习成绩上存在显著差异,但自陈式自我妨碍在各个变量上差异都不显著.(4)高中生情境性自我妨碍与自我概念存在显著负相关,其中自我概念的4个维度能有效预测行为式自我妨碍的指标练习数目,2个维度能有效预测自陈式自我妨碍.(5)高自我妨碍特质的高中生情境性自我妨碍得分也较高. 相似文献
2.
Vasalampi Kati Pakarinen Eija Torppa Minna Viljaranta Jaana Lerkkanen Marja-Kristiina Poikkeus Anna-Maija 《European Journal of Psychology of Education - EJPE》2020,35(3):625-646
According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.
相似文献3.
RITA BAKAN 《Journal of Educational Measurement》1971,8(4):317-319
The relationship of achievement-variability (standard deviation of grades) to changes over time in academic achievement and self-concept of academic ability was investigated. Compared were 112 students having near average grade point averages (GPAs) but very high or very low achievement variability (AV) indices. The high AV group showed a significantly greater drop (17 less than .05) in both GPA and self-concept of academic ability over the 5-year period. There were no significant differences between the groups in intelligence scores or socio-economic status ratings. 相似文献
4.
Two studies investigated the relationship between, parental support, students’ motivational orientations, and students’ emotions
during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning
autonomy, while extrinsically motivated students would experience more positive affect when directive parental support was
given. In study I, students (N=181) reported their emotions after having read two vignettes (autonomy-supportive vs. directive
parental support). In study II, 38 students reported their motivation, the perceived quality of parental support, and their
emotions after each of 21 homework sessions. Results of extreme group comparisons (intrinsic vs. extrinsic motivation) partly
supported the assumed Aptitude-Treatment-Interaction: Even when students’ academic self-concept was controlled, extrinsically
motivated students tended to report more negative affect than intrinsically motivated students under autonomy-supportive conditions;
for directive parental support, the reverse trend was discovered. Consequences for homework interventions are discussed. 相似文献
5.
6.
The subjects of this research were 776 pupils from grade three to grade six in Shandong Province, China. This study examined the influence of teacher support on students’ reading engagement, and the mediating variables between those two factors, as measured by the perception of teachers’ support scale, reading engagement scale, reading interest scale and Chinese academic self-concept scale. Results showed that the reading engagement of primary school students who lived in urban areas was significantly greater than that of students in rural areas. Moreover, teacher support positively influenced primary school students’ reading engagement, and reading interest had a mediating effect on teacher support and reading engagement, whereas the Chinese academic self-concept did not mediate such relations. However, Chinese academic self-concept completely mediated the relationship between teacher support and reading interest, such that there was a specific sequential effect between teacher support and reading engagement that formed an intermediating chain. 相似文献
7.
Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering 总被引：1，自引：0，他引：1
Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature. 相似文献
8.
Paweł Grygiel Michał Modzelewski Jolanta Pisarek 《European Journal of Psychology of Education - EJPE》2017,32(3):407-429
This study reports relationships between general academic self-concept and achievement in grade 3 and grade 5. Gender-specific effects were investigated using a longitudinal, two-cycle, 3-year autoregressive cross-lagged panel design in a large, representative sample of Polish primary school pupils (N?=?4226). Analysis revealed (a) reciprocal relations between general academic self-concept and achievement over time but the influence of prior achievement on self-concept was stronger; (b) on average, levels of both constructs declined over time; (c) gender differences were not observed in longitudinal relations (i.e. cross-lagged, autoregressive and intra-wave correlations); (d) girls demonstrated higher mean levels of academic achievement at both grades; and (e) average level of general academic self-concept was not gender differentiated in grade 3 but decreased more for girls. These results are discussed in the light of the theoretical and practical implications. 相似文献
9.
In separate studies on academic self-concept, previous research has shown: (1) the distinctiveness of a cognitive and an affective component, (2) the domain specificity of self-concepts, (3) the reciprocal effects of self-concept and achievement, (4) the internal/external frame of reference in self-concept development, (5) the reciprocal effects of the internal/external frame of reference, (6) the big-fish-little-pond effect, and (7) the interrelatedness of self-concepts in similar domains. The present study demonstrates that all of these seven findings are replicable and may be synthesized in a single study with a sample of students in Singapore. Secondary 1 students (7th graders; N = 275) were surveyed with 24 items about their academic self-concepts in physics, English, and math in two components (cognitive and affective), and their respective achievement scores were recorded over two time points. Confirmatory factor analysis found that the cognitive and affective components of academic self-concept were separable. The students’ self-concepts in different curriculum domains were distinct, supporting the domain specificity of self-concepts. The frame of reference and reciprocal effects were both supported, but only for the cognitive component of self-concept. Positive and statistically significant correlations between physics and math suggest that these curriculum domains were interrelated. Results of self-concept studies in schools can encourage and guide the design of interventions that could enhance students’ self-concept for positive sustainable effects on desirable educational outcomes. Attempts to improve learning outcomes should emphasize an enhancement of specific components of academic self-concept in domain-specific and related curriculum domains for optimal effects. 相似文献
10.
目的:分析初中生自我概念与学习成绩的相关性。方法:采用田纳西自我概念量表,对宜春市二中150名初中生进行问卷调查,结果:除家庭自我维度外,自我概念其余各维度在年级上呈现显著性差异;除心理自我和社会自我两个维度外,自我概念其余各维度在性别上不存在显著性差异;自我概念与学习成绩呈现出显著的正相关,除生理自我和道德伦理自我外,自我概念其余各维度在学习成绩上均呈现出显著性差异。 相似文献
11.
Derek Cheung 《Research in Science Education》2009,39(1):75-91
The purpose of this quantitative study was to examine the interaction effect between grade level and gender with respect to
students' attitudes toward chemistry lessons taught in secondary schools. The sample consisted of 954 chemistry students in
grades Secondary 4–7 (approximately 16–19 years of age) in Hong Kong. Students' attitudes were surveyed using an attitude
toward chemistry lessons scale (ATCLS), and subscale scores were produced on four dimensions: liking for chemistry theory
lessons; liking for chemistry laboratory work; evaluative beliefs about school chemistry; and behavioral tendencies to learn
chemistry. When the ATCLS data were subjected to two-way MANOVA, the interaction effect between grade level and gender on
students' attitudes toward chemistry lessons was statistically significant. The interaction effect was attributable to scores
on the theory lessons subscale and laboratory work subscale. Male students in Secondary 4 and 5 liked chemistry theory lessons
more than their female counterparts. However, male students' liking for chemistry laboratory work declined when they progressed
from Secondary 4 to Secondary 7; no such a significant decline in attitude toward chemistry laboratory work was found in females.
Overall, both males and females were just marginally positive about chemistry lessons during the years of secondary schooling.
Implications of these findings for curriculum design are discussed. 相似文献
12.
Marc Corbière Franco Fraccaroli Valenti Mbekou Jacques Perron 《European Journal of Psychology of Education - EJPE》2006,21(1):3-15
Academic self-concept and academic interest are crucial concepts for understanding students’ academic achievement. Yet, few
questionnaires currently exist that have been used and validated in more than one country. This study aimed at assessing these
concepts using an academic self-concept questionnaire (Marsh, 1990) and an academic interest questionnaire (Corbière & Mbekou,
1997) with French and Italian student samples. Confirmatory Factor Analyses enabled us to assess the structure of the two
questionnaires with regard to two academic subjects — Math and First Language (French or Italian) — and to determine the theoretical
directions between the concepts. Results from Confirmatory Factor Analyses of both French and Italian samples supported a
theoretical model in which academic self-concept and academic interest were intercorrelated, yet maintaining their unique
characteristics. On the other hand, results from Multi-Sample Confirmatory Factor Analyses (French and Italian samples) endorsed
a correlational model between the two concepts. Finally, the results indicated a significant and positive correlation between
academic self-concept, academic interest, and academic achievement in both academic subjects. 相似文献
13.
Alexander Seeshing Yeung 《教育心理学》2011,31(6):749-772
Students’ self-concept and effort in schoolwork are known to have significant influences on essential academic outcomes, but self-concept and effort may decline as students grow up. Students from 16 schools in Sydney (N?=?2200) were asked to rate on two self-concept components (competency and affect) and effort in schoolwork. Based on measures established in confirmatory factor analysis, a 5 (grade: 3rd, 5th, 7th, 9th, 11th) × 2 (gender: boys, girls) × 3 (measure: competency, affect, effort) repeated-measures ANOVA found that: (a) for all variables, scores were lower for higher grade levels; (b) boys were lower in affect and effort; (c) particularly for effort, gender differences favouring girls in primary became negligible in higher secondary; and (d) differences between primary and secondary tended to be greater for girls. Educators and curriculum designers need to consider the self-concept and effort of boys in the primary and girls in the secondary. 相似文献
14.
Timo Van Canegem Mieke Van Houtte Jannick Demanet 《British Educational Research Journal》2021,47(5):1340-1360
Previous studies on the impact of grade retention on academic self-concept suffer from inconclusive findings. There is no consensus if retention yields long-term benefits that could offset its opportunity costs and, if so, under what conditions. Therefore, this article examines whether grade retention decreases academic self-concept and whether this relationship is mediated by sense of belonging. Moreover, we aim to contextualise retention research by accounting for schools’ retention composition. Based on reference group theory, the effect of grade retention composition on academic self-concept is expected to be twofold. Normative reference grouping leads to the assumption that students in high retention composition schools will exhibit lower levels of academic self-concept, because retainees’ values are more likely to spread across all students within the same school. Comparative reference grouping might lead to a moderation effect of retention composition on the relationship between grade retention and academic self-concept. Multilevel analyses on International Study of City Youth data, consisting of 2,354 students in 30 secondary schools in Ghent (Flanders), revealed a negative association between grade retention and academic self-concept, which was mediated by sense of belonging. Students in high retention composition schools had a significantly lower academic self-concept. The impact of being retained on academic self-concept is not affected by the number of retainees within a given context. Implications are discussed. 相似文献
15.
初中农村留守儿童学业求助的特点研究 总被引：2，自引：0，他引：2
采用学业求助问卷对188名留守儿童与209名非留守儿童进行测试,结果表明:农村留守儿童与非留守儿童在学业求助行为与求助对象上差异显著;农村留守儿童在执行性求助行为方面性别主效应显著,在回避性求助行为方面性别与年级交互效应显著。寄养儿童回避性求助行为得分显著高于非寄养儿童。 相似文献
16.
问题学生的自我概念研究 总被引：1，自引：0，他引：1
本研究以初一至初三年级197名问题学生和136名普通学生为对象,对问题学生的自我概念及其相关因素进行了研究。结果表明:(1)问题学生的自我概念除初三学生外一般比普通学生低,这与普通学生的自我概念在初三显著降低有关;(2)问题学生的自我概念不存在显著的年级或年龄差异,而普通学生的自我概念表现出明显的年级差异和年龄效应;(3)问题学生的父母教养方式和负性生活事件所带来的应激与其自我概念的发展存在极其显著的相关。而问题学生的负性生活事件应激强度显著高于普通学生;(4)问题学生的自我概念可以显著预测其心理健康水平,提示自我概念的发展水平是影响问题学生心理健康状况的重要因素之一。 相似文献
17.
David Devraj Kumar P. V. Thomas John D. Morris Karen M. Tobias Mary Baker Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115
This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. 相似文献
18.
Fumei Weng France Cheong Christopher Cheong 《Education and Information Technologies》2010,15(4):333-353
The purpose of this study is to examine the combined effect of self-efficacy and academic integration on higher education
students studying IT (Information Technology) majors in Taiwan. We introduced self-efficacy, which is a psychological factor
that affects students’ academic outcomes, as a new factor in Tinto’ theory, a well-known framework in student retention research.
Academic integration is the main proposition of Tinto’s theory affecting students’ decision to dropout. Students from different
populations have various reasons from dropping out of their studies. An examination of the relationship between self-efficacy
and academic integration is useful to understand the effect of self-efficacy on academic outcomes on the IT student population
in Taiwan. Data from a Taiwanese national survey database conducted in 2005 was used to achieve the research objective. A
total of 2,895 records were extracted from 75,084 students in public and private institutions studying in two IT-related Majors,
namely Information Management (IM) and Computer Science (CS). MANOVA was used to analyze the interaction effects between academic
integration and self-efficacy. The independent variables were institution types and students’ majors. The results showed that
students from public institutions have higher levels of self-efficacy than students from private ones. Another finding is
that IM students seem to have better study strategies and habits than CS students. However, CS students were found to have
better collaboration and satisfaction with their institutions than IM students. Team projects, counselling services, and flexible
teaching and learning strategy are suggested to enhance students’ academic integration and self-efficacy. 相似文献
19.
Andrew J. Martin 《British Educational Research Journal》2011,37(5):739-763
The present study examined the implications of grade retention (repeating a grade) and social promotion (automatic promotion to the next grade each year) for high school students’ academic and non‐academic outcomes. Based on data from 3261 high school students, structural equation modeling demonstrated that, after controlling for interactions with other factors, demographic covariates and ability, there were significant (p < 0.001) main effects of grade retention. In terms of academic factors, grade retention was a significant negative predictor of academic self‐concept and homework completion and a significant positive predictor of maladaptive motivation and weeks absent from school. In terms of non‐academic factors, grade retention was a significant negative predictor of self‐esteem but was not significantly associated with relationship with peers. In follow‐up analyses using a sub‐sample of retained (n = 186) and promoted (n = 186) students matched by ability, age and gender, findings were confirmed and with stronger effects on some factors. For nations and systems emphasizing grade retention and for those emphasizing social promotion, findings have implications for educational practice, policy and theories of child and academic development. 相似文献