2 edition of Self-concept of ability and school achievement, III found in the catalog.
Self-concept of ability and school achievement, III
Wilbur B. Brookover
by Human Learning Research Institute, Michigan State University in East Lansing, Mich
Written in English
|Other titles||Relationship of self-concept to achievement in high school.|
|Statement||Wilbur B. Brookover, Edsel L. Erickson, Lee M. Joiner.|
|Series||Educational research series -- no. 36, Cooperative research project -- no. 2831, Educational research series (Michigan State University) -- no. 36., Cooperative research project (United States. Office of Education) -- no.2831|
|Contributions||Erickson, Edsel L., Joiner, Lee Marvin., Michigan State University. Educational Publication Services., United States. Office of Education. Cooperative Research Program.|
|LC Classifications||LB5 .M5.no.36|
|The Physical Object|
|Pagination||xxi, 365 p.|
|Number of Pages||365|
A study of Self Concept in relation with Academic Achievement of to 54 between self concept of academic ability and school achievement of VII and IX grade boys. Robinson () found that student’s academic self concept had a correlation of 31 The present study is designed to find out the relationship of academic achievement on the. Test) and self-concept-of-academic ability (as measured by the Michigan State Self-Concept of Academic Ability Scale). OBJECTIVES Answers were sought to the following research questions: 1. Was there a significant difference in the mean self-concept-of-academic ability scores of college Ss categorized by reading achievement (above or.
esteem while a negative self-concept is often synonymous with a lack of feelings of personal worthiness and self-acceptance. In the context of the classroom, research has shown that a persistent and significant relationship exists between the self- concept and academic performance. Self-concept affects learning. PAGE SelectingandTrainingStaffto TrainParents AnalysisofData IdentifyingParentsWhoWould Participate 47 IV. RESULTS ParentProgram 51 MeasuredChangesinChildren's Behavior 55 EvaluationofParentWorkshops 68 V. SUMMARY Discussion 72 Conclusions 78 SignificanceoftheStudy 79 LimitationsoftheStudy 81 SuggestionsforFurtherResearch 83 BIBLIOGRAPHY 84 Cited by: 1.
Society for Research in Child Development. (, March 30). School Achievement, Perceptions Of Ability, And Interest Change As Children Age. ScienceDaily. Retrieved April 3, . • the relationship between self-concept and social factors. The majority of the research has drawn on measures of self-esteem, social self-concept or general academic self-concept. Recently, some researchers have called for research on gifted students that draws on subject-specific self concepts rather than the more general measuresFile Size: KB.
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Self-Concept of Ability self-concept of ability and specific subject achievement. These correla-tions are shown in Table 3. The specific self-concept of ability correlations are significantly higher for males in Mathematics, Social Studies, and Science; for the females the.
various experimental evidence has shown that self-concept of ability is related to school achievement and is capable of measurement.
a self-concept of ability scale was developed in two forms--(1) general self-concept of ability and (2) self-concept of ability in specific school subjects.
major results of the study revealed that (1) seventh-grade girls had significantly higher mean self Author: Wilbur B. Brookover. relationship between self-concept and school achievement. The remaining one, that of Smock (9), is more general. junior high school students. Self-concept of ability is defined by book, yet when he led off the school concert band with Self-concept of ability and school achievement drum roll precedFile Size: KB.
Self Concept and School Achievement. Purkey, William Watson. The purpose of this book is to help make what is known about self concept an important part of what goes on in schools.
"Self theory" is neither an established fact nor an all-inclusive theory of human existence. and it is shown why there is deepening discontent with the notion. ability and school academic ability academic achievement attitudes aware behavior Bledsoe boys Brookover building positive California Psychological Inventory Carl Rogers Chapter classroom concept and academic concept of III book concepts in students Coopersmith crippled effective elementary-school enhancing environment evaluations expectations.
strategies to increase academic achievement at the elementary school level. Self-Concept In addition to supporting students’ academic achievement, another role of the school counselor is to remove barriers to students’ success (ASCA, b). Self-concept includes how the child perceives and understands him or herself, as well as the child’s.
The lines connecting two constructs represent the direct effects of each construct on the subsequent constructs.
Specifically, Time 1 self-concept and academic achievement were posited to affect Time 2 academic achievement. Time 1 and Time 2 self-concept and academic achievement were posited to affect Time 3 academic by: At the level of secondary school, student’s self-concept about their academic capabilities plays an important role.
The aims of the study were to examine the relationship between academic self-concept and academic achievement of secondary students and to compare the academic self-concept of male and female secondary students.
Sample of the study were secondary school students of Author: Sandeep Kumar Jaiswal, Rashmi Choudhuri. Students’ academic performance plays an important role in producing the best quality graduates who will become great leader and manpower for the country thus responsible for the country economic and social development.
This article sought to study the relationship between academic self-concept and students’ performance among school age : Hanan Ebrahim Abd El Aziz Rady, Shabana Kabeer, Mona T. El-Nady. The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study.
Journal of Educational Psychology, 87, – Herbert, J., & Stipek, D. ().Cited by: 8. Given that self-concept is what determines levels of academic performance, and self-concept in turn can be strongly influenced by contingencies provided by the pupilâ€™s significant others, among whom we must not underestimate teachers (Pygmalion principle), we can infer that it would be possible to increase levels of school performance by Cited by: out of 5 stars Self Concept and School Achievement.
Reviewed in the United States on September 5, Verified Purchase. This is an exellent book on pupil achievement. The book gives insight into factors influencing classroom learning and personal conduct.
The book is currently out of print.5/5(2). Self-concept and academic achievement: Slovenia and France Article (PDF Available) in Personality and Individual Differences 30(5) April with 4, Reads How we measure 'reads'.
: Self-concept and Academic Achievement: Research Evidence for Adolescents in Secondary Schools (): Ignatius Isaac Dambudzo: Books. The effect of self-concept on student achievement was examined in this meta-analysis study.
A total of research studies were collected during the literature review, out of which were. The purpose of the study was to investigate if academic and social self-concept and motivation to improve in academic school subjects mediated the negative effect of summative assessment (grades) for low-ability students’ achievement in compulsory school.
In two previous studies, summative assessment (grading) was found to have a differentiating effect on students’ subsequent Cited by: 1. show a significant correlation between self-concept, study habit and academic achievement of students.
A significant difference is found between students at the higher secondary level in state, matriculation and central board schools, pertaining to self-concept, study habit and academic Size: KB.
To assess the self concept of high school students Self-Concept Questionnaire developed by Dr. Saraswat () was used which provides six dimensions viz. physical, social, intellectual, moral, educational, and temperamental as well as a total self-concept score.
The achievement motivation of File Size: KB. findings suggest that examining verbal self-concept and math self-concept instead of general academic self-concept may be more predictive of college grade point average.
Some researchers (e.g., Caslyn & Kenny, ; Garg, ) have found that a student must first do well in school to have a high academic self-concept, while others (e.g., Marsh,File Size: KB. variables of self-concept, achievement motivation and academic achievement.
Key words: Self-concept, Achievement motivation, Academic achievement, Locale, Gender and management. INTRODUCTION. Educated manpower is the emerging need of any nation as educated and skilled human resource is asset for any country.
It becomes indispensable toFile Size: 1MB. program. Initial measures of self concept, attitudes toward school, and achievement were obtained on all students in the 4th, 5th, and 6th grades of the experimental and con trol schools.
Initial and final measures of self concept and school relations were ob tained on lower grade children only in the experimental school.The Study This study by Don Hamachek, professor of educational psychology in the College of Education at Michigan State University, summarizes 25 years of research concerning the interactive and reciprocal relationship between self-concept and school also proposes an informal inventory that can be used as a tool by teachers and counselors to assess whether a student’s self.Self-Concept & Mathematics Achievement 2 Self-Concept and Mathematics Achievement: Modeling the Relationship under the Language Pressure in Hong Kong Abstract Located at a meeting place between the West and the East, Hong Kong has been chosen in this comparative investigation to reconfirm a theoretical model of reciprocal relationship.