Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students

Costa, Juan Luís Castejón; Gilar, Raquel; Veas, Alejandro; Miñano, Pablo

doi:10.3389/fpsyg.2016.01438

Cited by 19 publications

(29 citation statements)

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“…Oito artigos apresentaram, como variável independente, outros tipos de autoconceito, além do geral. Quatro estudos apresentaram os autoconceitos acadêmico, verbal e matemático (Areepattamannil & Freeman, 2008;Castejón et al, 2016;Stocker & Faria, 2012;Veas et al, 2015); dois estudos utilizaram medidas dos autoconceitos específicos em Química e Ciências (Jansen et al, 2015;Scherer & Scherer, 2013); um trabalho utilizou o autoconceito em Língua Inglesa e Matemática (Awan et al, 2011); e um dos estudos utilizou somente o autoconceito acadêmico (Álvarez et al, 2015).…”

Section: R E S U Lta D O Sunclassified

“…O Academic Self-Description Questionnaire II (ASDQ II) e o Self-Concept Evaluation Scale for Adolescents (ESEA-2) foram os instrumentos aplicados em mais do que um trabalho (Álvarez et al, 2015;Areepattamannil & Freeman, 2008;Awan et al, 2011;Castejón et al, 2016;Veas et al, 2015 …”

Section: 3 M E D I Das D E Au T O C O N C E I T Ounclassified

“…Sendo que um dos integrantes -Scherer -compõe a autoria dos dois trabalhos, nesses estudos há utilização de variáveis e análises similares; outros três foram desenvolvidos na Espanha (Álvarez et al, 2015;Castejón, Gilar, Veas, & Miñano, 2016;Veas, Castejón, Gilar, & Miñano, 2015). Os outros estudos foram publicados por grupos de Portugal (Stocker & Faria, 2012), asiáticos (Awan, Noureen, & Naz, 2011;Lone & Lone, 2016) e da América do Norte (Abruzzo, Lenis, Romero, Maser, & Morote, 2016;Areepattamannil & Freeman, 2008).…”

Section: C a R Ac T E Rí S T I C As G E R A I S D O S E S T U D O Sunclassified

“…Todos eles incluíram estudantes de ambos os sexos na amostra geral. Do total de trabalhos, apenas um não realizou análises de relação entre o autoconceito e o rendimento acadêmico, seja pelo teste de correlação ou por algum tipo de regressão (Castejón et al, 2016). Entre os estudos que fizeram análise preditiva do rendimento acadêmico, sete utilizaram outras variáveis explicativas em conjunto com o autoconceito (Abruzzo et al, 2016;Álvarez et al, 2015;Areepattamannil & Freeman, 2008;Awan et al, 2011;Jansen et al, 2015;Scherer & Scherer, 2013;Veas et al, 2015).…”

Section: C a R Ac T E Rí S T I C As G E R A I S D O S E S T U D O Sunclassified

“…Entre os estudos que fizeram análise preditiva do rendimento acadêmico, sete utilizaram outras variáveis explicativas em conjunto com o autoconceito (Abruzzo et al, 2016;Álvarez et al, 2015;Areepattamannil & Freeman, 2008;Awan et al, 2011;Jansen et al, 2015;Scherer & Scherer, 2013;Veas et al, 2015). Destes, além do autoconceito, Autoconceito e desempenho acadêmico Revista Portuguesa de Educação, 31 (1) há décadas e outros que continuam sendo realizados, essa revisão apresentou somente 10 estudos com as características selecionadas para inclusão (Abruzzo et al, 2016;Álvarez et al, 2015;Areepattamannil & Freeman, 2008;Awan et al, 2011;Castejón et al, 2016;Jansen et al, 2015;Lone & Lone, 2016;Scherer & Scherer, 2013;Stocker & Faria, 2012;Veas et al, 2015). Entre os estudos que debatem essa relação, parte relevante das publicações são realizadas com amostras com crianças e somente um número reduzido de referências analisou o autoconceito entre adolescentes.…”

Section: C a R Ac T E Rí S T I C As G E R A I S D O S E S T U D O Sunclassified

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O autoconceito de estudantes de ensino médio e sua relação com desempenho acadêmico: Uma revisão sistemática

Gasparotto

Szeremeta

Vagetti

et al. 2018

RPE

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O objetivo do estudo foi revisar sistematicamente as pesquisas que analisaram a relação do autoconceito com o rendimento acadêmico de adolescentes do ensino médio, bem como verificar quais variáveis e contextos dentro da escola foram abordados em conjunto ao autoconceito, para melhor explicar essa relação. A revisão incluiu estudos publicados nos últimos 10 anos nas bases eletrônicas de trabalhos científicos: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO e Web of Science. Foram utilizados os descritores caracterizando componentes do autoconceito (self, self-concept e self-psychology) com os descritores relacionados ao rendimento acadêmico, em que também se considerou a capacidade acadêmica percebida (academic achievement, underachievement, educational achievement, perception of competence, competence perception, self-efficacy). Dez estudos foram incluídos na revisão. A relação entre autoconceito e desempenho acadêmico mostrou-se consistente e se confirmou em nove dos 10 trabalhos. Outras variáveis também se apresentaram importantes na explicação do desfecho do rendimento acadêmico, tais como a motivação acadêmica, a prática de atividades extracurriculares, a autoeficácia acadêmica e o envolvimento dos pais.Palavras-chave:Estudantes; Psicologia do self; Adolescente; Avaliação do rendimento ABSTRACTThe aim of the study was to systematically review the studies that analyzed the relationship between self-concept and academic achievement in high school students, as well as to verify which variables and contexts within the school were approached together with self-concept, to better explain this relationship. The review included studies published in the last ten years in the scientific electronic databases: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO and Web of Science. The descriptors that characterized the components of self-concept used were those of self, self-concept and self-psychology, and the descriptors related to academic achievement, academic achievement, underachievement, educational achievement, perception of competence, competence perception and self-efficacy. Ten studies were included in the review. The relationship between self-concept and academic performance was consistent and confirmed in nine of the ten papers. Other variables that were important in explaining the academic achievement were academic motivation, the practice of extracurricular activities, academic self-efficacy and parental involvement.Keywords:Students; Self-psychology; Adolescent; Performance assessment

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Section: 3 M E D I Das D E Au T O C O N C E I T Ounclassified

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O autoconceito de estudantes de ensino médio e sua relação com desempenho acadêmico: Uma revisão sistemática

Gasparotto

Szeremeta

Vagetti

et al. 2018

RPE

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Motivation for improving academic achievement in cosmetological education

Lee

Kwon

2022

Health Science Reports

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Background and Objective Before and after the fandom, the pattern of education has difficulty in accepting the requirements of the MZ generation with very intense changes. Individual differences between students and different educational environments have more difficulties with the addition of practical subjects than general students. In this study of the purpose, after coronavirus disease‐19 (COVID‐19), the change in demand was described for the factors that influence the motivation necessary in current beauty education for diversity in education methods of MZ generation. Methods These thesis studies are literature reviews, and for this purpose, a narrative review approach was used. A total of 200–300 references were selected and reviewed, and a total of papers were finally selected as of 2010–2022 using the PRISMA flow diagram. Results With the emergence of diversity in education, online education is showing its power. In beauty education, the need for education of practical subjects has emerged and is the basis for providing more skilled skills in the field. This review paper conducted a comprehensive study on the motivational factors that will be the basis for the improved academic achievement of the MZ generation on the changes in education after COVID‐19. Conclusion This literature review revealed the needs of the subjects of K‐education to be seen after the post‐COVID era and the factors of learning motivation required in the beauty distance education of the MZ generation. In addition, the global status of K‐beauty workers has confirmed that new changes with beauty and intelligence are being born as well as simple technical, and it is expected to be used as an important material for beauty distance education.

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Effects of Dietary Taurine-Containing Jelly Supplementation on Academic-Related Characteristics and Academic Achievement in Korean College Entrance Examinees: A Pilot Study

Kang

Kim

Chang

2022

Advances in Experimental Medicine and Biology

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Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students

Cited by 19 publications

References 56 publications

O autoconceito de estudantes de ensino médio e sua relação com desempenho acadêmico: Uma revisão sistemática

O autoconceito de estudantes de ensino médio e sua relação com desempenho acadêmico: Uma revisão sistemática

Motivation for improving academic achievement in cosmetological education

Effects of Dietary Taurine-Containing Jelly Supplementation on Academic-Related Characteristics and Academic Achievement in Korean College Entrance Examinees: A Pilot Study

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