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| Author | : Vavia Dretsch Decker |
| Publisher | : |
| Total Pages | : 80 |
| Release | : 1973 |
| Genre | : Child psychology |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 56 |
| Release | : 1975 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : David L. Silvernail |
| Publisher | : |
| Total Pages | : 68 |
| Release | : 1985 |
| Genre | : Education |
| ISBN | : |
This publication reviews empirical research in an effort to: (1) help educators improve their understanding of self-concept development; and (2) identify effective strategies for developing positive student self-concepts. An introduction and a brief section on definitions is followed by a discussion of early (pre-school) self-concept development. The topic of schooling and self-concept development is then discussed in terms of the impact of school variables and self-concept enhancement strategies on student self-concept. A discussion of the teacher's role in self-concept enhancement follows, focused on diagnosis of student self-concept and the planning of intervention strategies. It is concluded that the impact of schools in general and teachers in particular on the self-images of youth can be negative, but that concerted efforts to bring about positive changes frequently succeed. In addition, future research should respond (1) to the need for more action research to identify effective change strategies and (2) to the need for a more comprehensive understanding of the construct of self-concept. Such an understanding would be particularly concerned with the way in which self-concept develops, what influences it, how it changes, and how the changes can be measured. Over 225 references are cited. (RH)
| Author | : William Watson Purkey |
| Publisher | : Prentice Hall |
| Total Pages | : 96 |
| Release | : 1970 |
| Genre | : Education |
| ISBN | : |
| Author | : Philip Randolph Yates |
| Publisher | : Andesite Press |
| Total Pages | : 122 |
| Release | : 2015-08-13 |
| Genre | : |
| ISBN | : 9781297836169 |
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
| Author | : Engin Karadağ |
| Publisher | : Springer |
| Total Pages | : 333 |
| Release | : 2017-05-14 |
| Genre | : Education |
| ISBN | : 3319560832 |
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
| Author | : Philip Randolph Yates |
| Publisher | : Nabu Press |
| Total Pages | : 122 |
| Release | : 2014-01 |
| Genre | : |
| ISBN | : 9781293548899 |
This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.
| Author | : Nickeda D. Shelton |
| Publisher | : |
| Total Pages | : 230 |
| Release | : 2007 |
| Genre | : |
| ISBN | : |
Abstract: Overweight and obesity in childhood is an emerging concern in the United States. As a result of childhood overweight and obesity, children are developing numerous issues related to their weight status. The primary purpose of this quantitative study is to determine whether a significant relationship exists between the academic, social, and physical self-concept and academic achievement of elementary school children. In addition, the study also sought to assess the differences and predictability, if any, between the academic achievement of underweight, appropriate weight, overweight, and obese Caucasian and African American elementary children. Two hundred and four subjects were administered a demographic data sheet, the Multidimensional Self Concept Scale, and the Children's Physical Self-Concept Scale. For the purpose of exploring the possibility of a significant relationship between the academic, social, and physical self-concept and academic achievement of elementary school children, the Pearson Product Moment Coefficient was utilized. Additionally, a MANOVA and a multiple linear regression were used to examine the possible differences and the predictability of the demographics, self-concept, and academic achievement of elementary school children. Findings suggest three of the hypotheses of the study were significant. Significant relationships between self-concept and academic achievement were indicated. Furthermore, significant differences were established between the self-concept of underweight, appropriate weight, overweight, and obese elementary school children. Also established in this study, was the predictability of the self-concept of underweight, appropriate weight, overweight, and obese elementary school children.
| Author | : Günter Faber |
| Publisher | : Nova Science Publishers |
| Total Pages | : 0 |
| Release | : 2012 |
| Genre | : Academic achievement |
| ISBN | : 9781622570065 |
This book presents a study that concerns itself with selected findings on the measurement of the spelling-specific self-concept, on the causal ordering between the spelling-specific self-concept and spelling achievement, on the relationships between the spelling-specific self-concept and causal attributions of dictation outcomes as well as on the relationships between the spelling-specific self-concept, spelling-specific test anxiety, and global self-esteem variables and on the relationships between the spelling self-concept and test anxiety, global self-esteem, and school attitude variables. Moreover, an empirical approach to further differentiate the spelling-specific self-concept and thus to analyse a more task-specific facet is documented. Altogether, these findings can provide strong evidence for a basic model of academic self-beliefs in the spelling domain.
| Author | : Joan M. Tetrick |
| Publisher | : |
| Total Pages | : 114 |
| Release | : 1992 |
| Genre | : Personality and academic achievement |
| ISBN | : |
