Simultaneous testing of four decades of academic self-concept models

Kadir, Munirah Shaik; Yeung, Alexander Seeshing; Diallo, Thierno

doi:10.1016/j.cedpsych.2017.09.008

Cited by 24 publications

(18 citation statements)

References 37 publications

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“…En esa misma línea, se da a conocer por medio de una investigación realizada a un grupo de estudiantes en Singapur, encuestados con 24 ítems sobre sus autoconceptos académicos en física, inglés y matemáticas, que el autoconcepto y el logro tienen efectos recíprocos. Por lo tanto, mejorar el autoconcepto de los estudiantes ayuda a generar efectos positivos y sostenibles en los resultados educativos deseables (Kadir et al, 2017). Así mismo, autores como Mirmán Flores & García Jiménez (2015) y Waddington (2019), comprueban que el autoconcepto tiene una gran influencia en el aprendizaje del inglés.…”

Section: Resultsunclassified

“…Por lo tanto, mejorar el autoconcepto de los estudiantes ayuda a generar efectos positivos y sostenibles en los resultados educativos deseables (Kadir et al, 2017). De igual manera, Mirmán Flores y García Jiménez (2015) comprueban que el autoconcepto tiene una gran influencia en el aprendizaje del inglés, así lo indica su estudio europeo de competencia lingüística en el cual comparan dos contextos, uno en España (centros bilingües y no bilingües) y otro en Grecia (contexto no escolar), con el fin de observar el aprendizaje del inglés y el autoconcepto del alumno; de esta investigación concluyen que el autoconcepto del estudiante en las clases de inglés puede convertirse en una estrategia para mejorar el aprendizaje (p. 937).…”

Section: Introductionunclassified

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Influencia de la personalidad docente en el aprendizaje de una lengua extranjera

Grisales

2021

Poiésis

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El aprendizaje del inglés como lengua extranjera es un reto vigente para los países de habla hispana y, en este marco, para la ciudad de Medellín; convirtiéndose así en una de las principales metas educativas del mundo globalizado. En esta meta influye la personalidad del docente en el autoconcepto y proceso de atención del estudiante, para favorecer o no este aprendizaje. El objetivo de la presente revisión es describir los factores de la personalidad docente que repercuten en lo antes mencionado, para mejorar el aprendizaje del inglés como lengua extranjera; para ello, se revisaron artículos indexados en diferentes bases de datos, dentro del rango de años 2015-2020. Los resultados indican que los factores de la personalidad del docente, como la apertura a la experiencia, la amabilidad y la extraversión, tienen un impacto positivo frente al desarrollo del autoconcepto del estudiante y, por ende, impactan en su proceso de atención. Estos resultados destacan, en su mayoría, la importancia de forjar la personalidad del docente dentro del proceso de aprendizaje de una segunda lengua.

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Section: Resultsunclassified

Section: Introductionunclassified

Influencia de la personalidad docente en el aprendizaje de una lengua extranjera

Grisales

2021

Poiésis

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“…From the list of terms in the Appendix, intrinsic motivation is clustered in the third, while extrinsic motivation in the second cluster. Several terms that highly relate to intrinsic motivation are mindset [55] and academic self-concept [56], [57]. However, according to literature [58], motivation is one of the aspects of SRL, therefore motivation was not a label in this cluster.…”

Section: Activity In a Classroom-educational Systemmentioning

confidence: 99%

Finding Contributing Factors of Students’ Academic Achievement Using Quantitative and Qualitative Analyses-Based Information Extraction

Yunita

Santoso

Hasibuan

2022

Int. J. Emerg. Technol. Learn.

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Big data learning analytics is still in its infancy and has been developed on several campuses worldwide. Ideally, all students' profiles should be described and embraced to optimize the development of any proposed system related to big data learning analytics. This paper aims to extract information related to factors contributing to students’ academic achievement using quantitative and qualitative approach, in which co-occurrence analysis were applied for quantitative approach and facet analysis for the qualitative approach. For data collection, Kitchenham’s technique were used to select and filter the literature, at the first iteration, 1,167 papers were found. After applying inclusion and exclusion criteria, 101 articles were processed for text mining. Titles and abstracts were analyzed using a text-mining tool, and then resulted clusters of words. Afterwards, clusters of words were labeled using facet analysis. This study results in eight interrelated clusters of academic achievement factors: demography, internal consistency, technology, student course engagement, activity in a classroom, educational system, socio-culture, and personality. Several insights into each cluster will be described and might be beneficial for researchers in learning analytics.

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“…Affect-An intrinsic factor. 'Affect' here refers to one's affective self-concept, which is the belief one holds about one's feelings, attitudes and emotions [23]. Affective self-concept is an influential intrinsic motivational force for one to engage and thrive in a specific task or behavior.…”

Section: Essential Motivational Factorsmentioning

confidence: 99%

“…Affective self-concept is an influential intrinsic motivational force for one to engage and thrive in a specific task or behavior. It is essential for the sustainability of the industry because a positive Affect leads to positive emotional responses [ 11 ] and long-term engagement [ 23 , 24 ]. On one hand, tourism research has shown that a negative attitude towards working conditions and industry prospects are the main reasons for not choosing the industry [ 9 , 25 ].…”

Section: Introductionmentioning

confidence: 99%

Career choice of tourism students in a triple-whammy crisis

Choy

Yeung

2022

PLoS ONE

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Hong Kong hospitality and tourism industry has been battered by the triple whammy of social unrest, Sino-US trade war and COVID-19 pandemic in recent years. To understand how vulnerable tourism students may be in terms of career shock when facing the three major challenges, 407 tourism students in Hong Kong were surveyed. Structural equation modelling found a positive correlation between affect (an intrinsic, motivating factor) and extraneous events (an extrinsic, demotivating factor), indicating that motivation and demotivating factors may co-exist. Affect was more positively correlated with three career choice outcomes (intent to join the industry, desire for a lifelong career, and resilience in face of unfavourable circumstances) than was Extraneous. In face of career shock arising from extraneous events, tourism students still tend to have a strong intent to join the workforce, take it as a lifelong career, and remain resilient despite the hardship. However, the career shock was a greater concern for those in hotel-related disciplines and for students aged over 20 than younger ones. The findings offer an empirical basis to guide policy makers, academia and the industry in strategy formulation to ensure sustainable quality and manpower supply in the post-crisis future.

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Simultaneous testing of four decades of academic self-concept models

Cited by 24 publications

References 37 publications

Influencia de la personalidad docente en el aprendizaje de una lengua extranjera

Influencia de la personalidad docente en el aprendizaje de una lengua extranjera

Finding Contributing Factors of Students’ Academic Achievement Using Quantitative and Qualitative Analyses-Based Information Extraction

Career choice of tourism students in a triple-whammy crisis

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