Results 271 to 280 of about 1,991,396 (304)

Self-Concept in Learning: Reciprocal effects model between academic self-concept and academic achievement

2010
In education settings, a positive academic self-concept (ASC) is both a highly desirable goal and a means of facilitating subsequent learning and other academic accomplishments. Correlational studies provide evidence of the relations between ASC and academic achievement. However, a vexing question is whether ASC causes achievement or achievement causes
MARSH W. H, SCALAS, LAURA FRANCESCA
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Predictors of academic achievement and academic self‐concept: a longitudinal perspective

British Journal of Educational Psychology, 1997
Background . A large body of research supports the existence of an academic achievement—self‐concept relationship. Path analyses mostly show academic achievement to be causally predominant in this relationship. Aims .
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The Structure of Academic Self-Concept

2020
The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation ...
Arens, Anne Katrin, Jansen, Malte, Preckel, Franzis, Schmidt, Isabelle, Brunner, Martin (Prof. Dr.)   +4 more
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Academic Self-Concept Formation

Abstract Academic self-concept is a person’s evaluative self-beliefs of their academic ability. It is an important outcome in its own right and positively predicts other crucial educational constructs such as achievement, course selection, persistence, and long-term attainment. Numerous research studies have shown that self-concept is
Marsh, Herbert W., Basarkod, Geetanjali, Pekrun, Reinhard Herrmann, Dicke, Theresa, Parker, Philip D., Guo, Jiesi   +5 more
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Academic Self-Concept: Modeling and Measuring for Science

Research in Science Education, 2013
In this study, the author developed a model to describe academic self-concept (ASC) in science and validated an instrument for its measurement. Unlike previous models of science ASC, which envisage science as a homogenous single global construct, this model took a multidimensional view by conceiving science self-concept as possessing distinctive facets
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Daydreaming, Self Concept and Academic Performance

Imagination, Cognition and Personality, 1986
A continuous interaction model was proposed to explain the relationship among daydreaming, self concept and academic performance. Daydreams were hypothesized to both influence performance and attitudes and in turn be affected by performance outcomes and self concept.
S. R. Gold, J. C. Andrews, S. W. Minor
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Where is the hierarchy of academic self-concept?

Journal of Educational Psychology, 2000
The hierarchy of academic self-concept (SC) was examined in 4 studies. In Study 1, a higher order artistic SC factor represented teacher education students' (N = 298) SCs in 4 art areas. In Study 2, high school students' (N = 197) perceptions in speaking, reading, and writing in English and in language other than English formed 2 distinct higher order ...
Alexander Seeshing Yeung, Hong-Sheung Chui, Ivy Cheuk-yin Lau, Dennis M. McInerney, Deirdre Russell-Bowie, Rosemary Suliman   +5 more
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Self-Concept: Determinants and Consequences of Academic Self-Concept in School Contexts

2016
Self-concepts are subjective beliefs about the qualities that characterize us, with academic self-concepts describing our self-beliefs about our intellectual strengths and weaknesses. The chapter attempts to answer some of the most pressing questions about the role of academic self-concept as a central construct in educational theory and practice: What
Ulrich Trautwein, Jens Möller
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Causal Effects of Academic Self-Concept on Academic Achievement

The Journal of Experimental Education, 1988
AbstractNewman (1984) examined the causal relations between math self-concept and math achievement in an 8-year longitudinal study using covariance structural models. Whereas he concluded that math self-concept did not influence subsequent math achievement, the study suffered in that math self-concept was inferred from a single-item scale.
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The relative importance of global self-concept and self-concept of academic ability in predicting academic achievement.

Adolescence, 1989
The aim of this study was to establish whether the relationship between self-concept of academic ability and academic achievement correlated more strongly than the relationship between global self-concept and academic achievement among high school students. Data on these variables were collected from 229 tenth-grade students in the U.S.
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