Academic Self-Concept

Kadir, Munirah Shaik; Yeung, Alexander Seeshing

doi:10.1007/978-3-319-28099-8_1118-1

Cited by 10 publications

(9 citation statements)

References 19 publications

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“…A person's perception of their ability to successfully deal with a demanding performance situation is impacted by how they view their own abilities, that is, their academic self-concept (Kadir and Yeung, 2016). A person's academic self-concept is based on previous performance experiences as well as on a person's abilities compared to a relevant comparison standard (Kadir and Yeung, 2016). Therefore, the academic self-concept is an important determinant for cognitive and affective responses to performance situations (Frenzel et al, 2007;Ahmed et al, 2012).…”

Section: Academic Self-concept's Influencementioning

confidence: 99%

The Effect of a Computerized Growth-Mindset Intervention on Teaching Students’ Mindset and Cognitive Stress Appraisal

2021

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The present study assessed the impact of a one-time computerized mindset intervention on teaching students’ cognitive stress appraisal before an upcoming exam. Previous research highlights the long-term effectiveness of growth-mindset interventions. Based on theoretical assumptions derived from the transactional stress theory as well as recent empirical evidence on intelligence mindset and stress, we proposed that changing students’ mindset would also impact their cognitive stress appraisal. In order to test this hypothesis, a sample of teaching students received a one-time computerized growth-mindset intervention aiming to foster viewing abilities as incremental. We found a significant as well as relatively lasting impact on participants’ mindset but no significant effect on participants’ stress appraisal. Nevertheless, an exploratory mediation analysis revealed that the intervention’s effect on participants’ appraisal of their coping ability (as part of the cognitive stress appraisal) was fully mediated by participants’ mindset. The results highlight the effectiveness of the utilized intervention and provide first practical insights into how a person’s mindset and their stress appraisal relate.

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Section: Academic Self-concept's Influencementioning

confidence: 99%

The Effect of a Computerized Growth-Mindset Intervention on Teaching Students’ Mindset and Cognitive Stress Appraisal

2021

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“…The role of academic self-concept Academic self-concept, generally conceptualised as an offshoot of global self-concept (Kadir & Yeung, 2016), refers to the self-perception of a student's academic ability in a specific school subject such as math, science or language (Marsh & Craven, 2006). This estimation of academic ability is based on a comparison of the student's standing with respect to the average academic ability of peers, or on the value accorded by society to the entire school.…”

Section: The Role Of School Engagementmentioning

confidence: 99%

School adjustment, engagement and academic self-concept: family, child, and school factors

Basharpoor

Heidari

Narimani

et al. 2020

J. Psychol. Couns. Sch.

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Previous research has supported the importance of the interaction between family and school contexts for student adjustment to school. This study aimed to investigate the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability and school adjustment. A sample of 268 5th- and 6th-grade students aged 11–13 years (131 males, 137 females) from elementary schools in Iran participated in this study. Results showed that school adjustment was positively related to family adaptability/cohesion, social acceptability, school engagement, and academic self-concept. Family adaptability/cohesion and social acceptability also positively correlated with school engagement and academic self-concept. In addition, the data provided a good fit for the hypothesised model of the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability, and school adjustment. The results showed that coherent and adaptable family systems and high social acceptability of students can affect school adjustment both directly and indirectly through school engagement and academic self-concept.

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“…The dimension of academic success is better known in the literature as the Academic Self Concept, and it can be defined as each individual’s perception of his or her overall abilities in the school context 75 , 76 . The self-image that children and adolescents construct at school affects their entire personality; those who possess good academic self-esteem are more likely to perform well in school, experience good educational and behavioural outcomes, exert more effort in schoolwork, achieve more success and have more motivation and higher academic and career aspirations 77 . Furthermore, the dimension of self-esteem related to social and interpersonal skills provides a measure of how children evaluate their ability to interact with others in different contexts 78 , 79 .…”

Section: Discussionmentioning

confidence: 99%

The experience of children with a parent suffering from Amyotrophic Lateral Sclerosis during the COVID-19 pandemic

Testoni

Palazzo

Ronconi

et al. 2021

Sci Rep

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Children that have a parent with Amyotrophic Lateral Sclerosis (ALS) suffer from the progressive loss of their beloved ones. During the COVID-19 pandemic, the difficulties faced by these children have increased. The study aimed to detect whether there were differences between the minors experiencing a relative’s ALS and the minors with no experience of ALS and it aimed also to detect the impact of COVID-19 pandemic on these minors. The study involved Italian participants, in particular: the target group consisted of 38 children (7–18 years) (T0/T1); the control group consisted of 38 children (9–14 years) (T0 only). The following variables were measured: attachment with the Security Scale (SS), affects with the Positive and Negative Affect Schedule for Children (PANAS-C), behavioural problems with Strengths and Difficulties Questionnaire (SDQ), death representation with Testoni Death Representation Scale for Children (TDRS-C), self-concept with the Multidimensional Self Concept Scale (MSCS), resilience and socio-emotional skills with the Devereux Student Strengths Assessment (DESSA). The results showed higher negative affectivity (p < .001), externalising behaviours (p < .05), uncertainty in reflective function (p < .05) in the target group compared to the control one; after the COVID-19 pandemic minors in the target group showed reduced certainty of mental states (p < .05) and interpersonal and scholastic self-esteem (p < .05). The impact of ALS on these minors is significant and produces negative affect, externalizing behaviours and uncertainty of mental states. The lockdown situation due to the COVID-19 pandemic has further aggravated minors in their school and interpersonal self-esteem.

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Academic Self-Concept

Cited by 10 publications

References 19 publications

The Effect of a Computerized Growth-Mindset Intervention on Teaching Students’ Mindset and Cognitive Stress Appraisal

The Effect of a Computerized Growth-Mindset Intervention on Teaching Students’ Mindset and Cognitive Stress Appraisal

School adjustment, engagement and academic self-concept: family, child, and school factors

The experience of children with a parent suffering from Amyotrophic Lateral Sclerosis during the COVID-19 pandemic

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