Perceived Teachers’ Behaviours and Dimensions of Adolescent Self‐concepts

A longitudinal study of students' academic self‐concept in a streamed setting: The Singapore context

“…As such, they will have more time for student—teacher interactions as compared with teachers in higher‐ability stream classes. Considering that teachers are possible determining influence in moulding students' school‐related self‐concept (Mboya, 1995; Wentzel, 1997), it is probable that the less personal student—teacher relationships would have an effect on the higher‐ability stream students' evaluation of their academic competence.…”

“…The shift in emphasis to the affective aspects of education has led to the appreciation that an improvement of an individual's self‐concept should be valued as an outcome in its own right, and has established self‐concept as an important construct for interpreting an individual's behaviour and educational performance (Burns, 1982). It will come as no surprise, therefore, that a substantial amount of work has been carried out on students' self‐concept or self‐esteem (Cheung & Rudowicz, 2003; Lau, 1990; Lau & Leung, 1992; Marsh, 1989; Marsh, Kong, & Hau, 2000, 2001; Marsh, Parker, & Barnes, 1985; Mboya, 1995; Sanders, 1996; Wentzel, 1997). Even so, less work has been done in streamed settings, especially from a longitudinal perspective.…”

An Evaluation of the Structured Success Program: From the Students' Point of View

“…In addition, student perceptions of interpersonal connectedness to others at school and "belonging" to the school culture are associated with academic engagement and psychological well-being (Goodenow & Grady, 1992;Wentzel, 1994). Furthermore, high levels of perceived teacher support, affiliation, interest, and feedback is positively related to self-concept (Halpin & Torace, 1974;Mboya, 1995) and attitude toward school (Dobson, Campbell, & Dobson, 1982; Braziel, i999a; Kortering & Braziel, 1999b).…”

Contingency as a Moderator of the Effect of Domain Self-Esteem on Global Self-Esteem

“…According to the hierarchical and multifaceted model (Shavelson, Hubner, & Stanton, 1976), self-esteem has different levels, the highest being global self-esteem, the lowest being evaluation of specific, concrete behaviors in context and with domain self-esteem, such as academic self-esteem and nonacademic self-esteem, being somewhere in the middle. Researchers have explored the structure of self-esteem extensively using this hierarchical model (Harter, 1986;Mboya, 1995;Watkins & Dong, 1994). Recently, Crocker and Wolfe (2001) proposed that self-esteem is contingent on the domains of appearance, competition, family support, perception of God's love, approval from others, school competence and behavior, and claimed that both global self-esteem and domain self-esteem could be classified as both a trait and a state.…”