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Academic Self-concept (academic + self-concept)
Selected AbstractsTeacher,child interactions: relations with children's self-concept in second gradeINFANT AND CHILD DEVELOPMENT, Issue 4 2010Geertje Leflot Abstract This study examined whether teacher,child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher,child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic self-concept. Finally, these teacher,child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls. Copyright © 2010 John Wiley & Sons, Ltd. [source] Self-esteem, academic self-concept, and aggression at schoolAGGRESSIVE BEHAVIOR, Issue 2 2007Laramie D. Taylor The present study explores the relation between academic self-concept, self-esteem, and aggression at school. Longitudinal data from a racially diverse sample of middle-school students were analyzed to explore how academic self-concept influenced the likelihood of aggressing at school and whether high self-concept exerted a different pattern of influence when threatened. Data include self-reported academic self-concept, school-reported academic performance, and parent-reported school discipline. Results suggest that, in general, students with low self-concept in achievement domains are more likely to aggress at school than those with high self-concept. However, there is a small sample of youth who, when they receive contradictory information that threatens their reported self-concept, do aggress. Global self-esteem was not found to be predictive of aggression. These results are discussed in the context of recent debates on whether self-esteem is a predictor of aggression and the use of a more proximal vs. general self-measure in examining the self-esteem and aggression relation. Aggr. Behav. 32:1,7, 2007. © 2006 Wiley-Liss; Inc. [source] The Influence of Ethnic Discrimination and Ethnic Identification on African American adolescents' School and Socioemotional AdjustmentJOURNAL OF PERSONALITY, Issue 6 2003Carol A. Wong Does African American ethnic identity buffer these relations? This paper addresses these two questions using two waves of data from a longitudinal study of an economically diverse sample of African American adolescents living in and near a major East Coast metropolis. The data were collected at the beginning of the 7th grade and after the completion of the 8th grade. As expected, experiences of racial discrimination at school from one's teachers and peers predicts declines in grades, academic ability self-concepts, academic task values, mental health (increases in depression and anger, decreases in self-esteem and psychological resiliency), and increases in the proportion of one's friends who are not interested in school and who have problem behaviors. A strong, positive connection to one's ethnic group (our measure of ethnic identity) reduced the magnitude of the association of racial discrimination experiences with declines in academic self-concepts, school achievement, and perception of friends' positive characteristics, as well as the association of the racial discrimination experiences with increases in problem behaviors. [source] | ||||||||||