Interrelationships among students' study activities, self‐concept of academic ability, and achievement as a function of characteristics of high‐school biology courses

Thomas, John W.; Bol, Linda; Warkentin, Robert W.; Wilson, Mark; Strage, Amy; Rohwer, William D.

doi:10.1002/acp.2350070605

Cited by 43 publications

(27 citation statements)

References 36 publications

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“…The significant and positive correlations obtained at the level of the self-concept dimensions related to cognitive engagement, dedication and vigour and to absorption corroborate the investigations which indicate that students with higher self-concept are more frequently part of cognitive activities as a process of information, mental representation, learning resources control, information recovery and the (Cross & Markus, 1994;Rodríguez et al, 2004;Thomas et al, 1993).…”

Section: External Validitysupporting

confidence: 69%

Assessment Scale For Trainee Self-concept In The Portuguese Navy: Psychometric Properties

Frade¹,

Veiga²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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In this study the Assessment Scale for Trainee Self-concept in the Portuguese Navy (ASTSC-PN) was adapted to the military context. The psychometric properties are presented and the results from the factor analysis displayed, which highlighted five significant dimensions: interpersonal relationships, competence, satisfaction, selfacceptance, and risk acceptance, with an item distribution coherent with the Teacher Self-concept Evaluation Scale (Veiga, Gonçalves, Caldeira, & Zuniga, 2006). The sample involved 149 trainees of the Training Course for Petty Officers 1st Class of the Portuguese Navy, ages ranging from 25 to 36, mostly of male gender. When studying external validity the scale factors appeared correlated, as expected, with other variables of commitment with training tasks, assessed with Assessment Scale for Trainee Engagement in the Portuguese Navy (ASTE-PN) and Utrecht Work Engagement Scale (UWES), and with other variables of learning motivation, assessed with Learning Motivation Scale (LMS). The results suggest that the adapted version presents good psychometric qualities, which makes it useful in research and intervention, in psychology and education within a military context.

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Section: External Validitysupporting

confidence: 69%

Assessment Scale For Trainee Self-concept In The Portuguese Navy: Psychometric Properties

Frade¹,

Veiga²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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“…Other classroom processes are also known to contribute to gains in self-esteem. For example, studies by Craven et al (1991), Thomas et al (1993), and Miller and Lavin (2007) point to the ways in which formative assessment techniques can be employed by teachers to enhance self-esteem. It is noteworthy that most of these approaches are linked to the development of self-competence in children.…”

Section: In Conclusionmentioning

confidence: 99%

A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories

2008

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The transition from primary to secondary school can be a period of anxiety for many children. Although most schools have developed systems to ease this process, it has been argued that the emphasis is often on administrative and organisational procedures. In contrast, children and parents are typically more concerned with personal and social issues. It may be that such concerns have received insufficient attention in the past. This paper employs theoretical perspectives from the literature on resilience and self-esteem to examine key aspects of the process of transition from the perspective of the individual child. It is argued that for some children at least, transition can be legitimately considered 'a challenge of living' because of the social and personal messages which are received from a range of experiences within a concentrated period of time. The nature and source of these messages are discussed, and some implications for practitioners suggested. It is argued that in order to help vulnerable individuals cope with, and even benefit from, the period of transition, we need to focus more on the way social and personal experiences are interpreted at this time.

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“…Nevertheless, determining a relationship between self-concept and performance is problematic, because of the difficulty in conceptualising self-concept, on the one hand, and on the other because of the reciprocal effects that occur within these relationships (Eccles, 2005), which are illustrated in the models put forward by Marsh and collaborators (Guay, Marsh, & Boivin, 2003;Marsh & Koller, 2004;Marsh, Trautwein, Ludtke, Koller, & Baumert 2005;Marsh & Craven, 2006;Marsh & O'Mara, 2008). Similarly, selfconcept and self-efficacy are closely related to other motivational variables, such as goal orientations (Spinath & Stiensmeier-Pelster, 2003), causal attributions (Piñeiro, Valle, Cabanach, Rodríguez, & Suárez, 1999) and cognitive variables such as learning strategies (Rodríguez, Cabanach, Valle, Núñez, & González, 2004;Thomas et al, 1993).…”

mentioning

confidence: 99%

An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies

2012

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As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement. Keywords: academic achievement, self-concept, intelligence, goal orientations, learning strategies.En el estudio de los factores que intervienen en el proceso de aprendizaje, se han desarrollado distintos modelos estructurales con el fin de ofrecer una explicación de los efectos directos e indirectos que se producen entre el conjunto de variables contempladas en los mismos. El objetivo de este trabajo fue contrastar un modelo estructural de variables cognitivo-motivacionales, predictoras del rendimiento académico, entre las que se incluyeron la inteligencia general, el autoconcepto académico, las orientaciones de meta, el esfuerzo y las estrategias de aprendizaje. La muestra estuvo compuesta por 341 alumnos españoles de primer curso de Educación Secundaria Obligatoria. Se emplearon distintas pruebas y cuestionarios para la evaluación de cada una de las variables y se aplicó SEM para contrastar las relaciones del modelo inicial. El modelo propuesto obtuvo un ajuste satisfactorio, siendo significativas todas relaciones hipotetizadas. La inteligencia general fue la variable con mayor poder explicativo sobre el rendimiento académico. También destacó la influencia directa del autoconcepto académico sobre el rendimiento, las orientaciones de meta y el esfuerzo, así como la capacidad mediadora del esfuerzo y de las estrategias de aprendizaje entre las metas académicas y el rendimiento final. Palabras clave: rendimiento academic, autoconcepto, inteligencia, orientaciones de meta, estrategias de aprendizaje.

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Interrelationships among students' study activities, self‐concept of academic ability, and achievement as a function of characteristics of high‐school biology courses

Cited by 43 publications

References 36 publications

Assessment Scale For Trainee Self-concept In The Portuguese Navy: Psychometric Properties

Assessment Scale For Trainee Self-concept In The Portuguese Navy: Psychometric Properties

A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories

An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies

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