Academic Self-Schemas and their Self-Congruent Learning Patterns: Findings Verified with Culturally Different Samples

Ng, Clarence

doi:10.1007/s11218-005-4015-5

Cited by 15 publications

(20 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study extended the analysis of a previous investigation on students' academic selfschemas (Ng, 2005). This previous study verified the concept of academic self-schema using culturally different samples.…”

supporting

confidence: 80%

“…New items were developed specifically to assess the four dimensions-affect, efficacy, importance and future self (Garcia & Pintrich, 1994)-of students' academic self-schemas. For a detailed discussion of these variables, please consult Ng (2005). Due to administrative constraints, students' actual grades were not available for assessment in this study.…”

Section: Methodsmentioning

confidence: 99%

“…The findings showed that students who embraced a 'good student' self-schema were more likely to exert volitional control on their learning and usually had better school results than were those holding a 'bad student' self-schema. Ng (2005) utilised this multidimensional model and examined its validity for studying academic self-schemas for learning mathematics using culturally contrasting samples. Using a Chinese sample from Hong Kong, Ng (2005) located two contrasting groups of students holding positive and negative self-schemas in learning mathematics.…”

Section: The Self-schema Concept and Researchmentioning

confidence: 99%

“…Ng (2005) utilised this multidimensional model and examined its validity for studying academic self-schemas for learning mathematics using culturally contrasting samples. Using a Chinese sample from Hong Kong, Ng (2005) located two contrasting groups of students holding positive and negative self-schemas in learning mathematics. In addition, these contrasting groups of schematic students differed from each other in the use of achievement goals, approaches to learning, and expected levels of performance.…”

Section: The Self-schema Concept and Researchmentioning

confidence: 99%

See 3 more Smart Citations

Comparing Students with Extreme Schematic Beliefs in Learning Mathematics Across Two Cultures

Ng¹

2012

The International Journal of Learning: Annual Review

View full text Add to dashboard Cite

This paper extended the analyses of Ng (2005) and explored the differences between students with polarized schematic views in learning mathematics. Two groups of high school students from Hong Kong and Australia completed a questionnaire tapping their views on their cognitions of the self or academic self-schemas, achievement goals, learning approaches and anticipated performance. Ng (2005) located two groups of schematic students across both cultures demonstrating consistent characteristics in motivational and learning processes. The current investigation explored the differences between corresponding schematic groups found in this previous study. It was found that positive schematic students in Hong Kong are less schematicised than Australian students. In contrast, negative schematic students in Hong Kong were more schematicized than their Australian counterparts. These differences in the development of schematicised selves among students in two different cultures could be attributed to the difference in evaluation practice in two different educational systems. The results draw our attention to teaching and learning processes in schools and call for more reformative effort in Mathematics learning in order to prevent premature dropping of the subject due to the development of a negative self.

show abstract

supporting

confidence: 80%

Section: Methodsmentioning

confidence: 99%

Section: The Self-schema Concept and Researchmentioning

confidence: 99%

Section: The Self-schema Concept and Researchmentioning

confidence: 99%

See 2 more Smart Citations

Comparing Students with Extreme Schematic Beliefs in Learning Mathematics Across Two Cultures

Ng¹

2012

The International Journal of Learning: Annual Review

View full text Add to dashboard Cite

show abstract

“…Why is it important? Ng (2005, 2014) defined mathematics self-schema as “students’ cognitive generalizations of their selves derived from past learning experiences, which functions to guide students’ cognitive, affective and behavioral responses in learning.” This definition was built on the work of Markus (1977). Similar to self-schemas in other domains (Banting, Dimmock, & Lay, 2009; Kendzierski, Ritter, Stump, & Anglin, 2015; Lee, Corte, & Stein, 2018), students’ generalized self-knowledge in mathematics learning is believed to be highly elaborated, organized and integrated (Lips, 1995).…”

mentioning

confidence: 99%

Mathematics self-schema, motivation, and subject choice intention: A multiphase investigation.

2021

Journal of Educational Psychology

View full text Add to dashboard Cite

What motivates high school students to persist with challenging mathematics? The current investigation examined this important question using the concept of mathematics self-schema, that is, students’ cognitive generalizations of their selves in learning mathematics. Mathematics self-schemas are important sources of motivation. It was hypothesized that students who hold contrasting mathematics self-schemas would learn challenging mathematics and formulate their subject choice intention differently. Study 1 surveyed 373 Year 10 Australian students and classified them into 3 schematic groups based on their survey responses. The results showed that positive, average, and negative schematics held contrasting goals, strategies, and performance expectation when dealing with challenging mathematics. More positive schematics compared with the other groups intended to take advanced mathematics in senior high school. Study 2 used an experimental design to compare positive and negative schematics’ contrasting responses when dealing with difficult tests. Seventy-one students drawn from Study 1 joined Study 2. The findings confirmed the differences between these 2 groups. Study 3 randomly assigned 106 average schematics located in Study 1 to positive schematic, negative schematic, and control conditions. Students in the positive and negative conditions were primed to think and act like a schematic corresponding to their assigned condition before completing a challenging test. The results showed that average schematics in the induced conditions acted and responded to the challenging test in a way similar to corresponding positive and negative schematics. The article discusses mathematics self-schemas as a source of motivation for understanding students’ engagement in and subject choice intention for challenging mathematics.

show abstract

What kind of students persist in science learning in the face of academic challenges?

2020

J Res Sci Teach

View full text Add to dashboard Cite

Science self‐schemas are students' cognitive generalizations of their selves in learning science. Students who hold contrasting science self‐schemas are hypothesized to learn consistently with their salient self‐conception in science. A survey and an experiment provided complementary evidence supporting the self‐congruent engagement hypothesis. Study 1 surveyed 329 Year 9 Australian students and classified them into three schematic groups based on their responses to questionnaire items assessing self‐knowledge defining the science‐self‐schema concept. The results showed that positive, average and negative schematics held contrasting goals, strategies, and grade aspiration congruent with their self‐conceptions when dealing with challenging science tasks. Due to the presence of a valued self, positive schematics compared to the other two groups had stronger intention to further their studies in science and follow a science career in the future. Study 2 used an experimental design to compare positive, negative and average schematics' coping responses when dealing with a difficult test in science. One hundred and one students who had completed the survey study joined Study 2. The findings confirmed the differences between these three groups. Positive and negative schematics completed the test in a way congruent to their self‐conceptions. In the absence of an elaborated self in science, average schematics had less extreme responses compared to the polarized schematic students. The results derived from two studies indicate that science self‐schemas are important identity‐based conceptions for understanding students' science aspiration and coping responses to challenge science.

show abstract

Academic Self-Schemas and their Self-Congruent Learning Patterns: Findings Verified with Culturally Different Samples

Cited by 15 publications

References 37 publications

Comparing Students with Extreme Schematic Beliefs in Learning Mathematics Across Two Cultures

Comparing Students with Extreme Schematic Beliefs in Learning Mathematics Across Two Cultures

Mathematics self-schema, motivation, and subject choice intention: A multiphase investigation.

What kind of students persist in science learning in the face of academic challenges?

Contact Info

Product

Resources

About