Self-Discrepancies As Predictors of Self-Concept in Mathematics and Related Emotional Consequences Among LD and Regular Education High School Students

2011 ◽  
Author(s):  
Zheng Zhou ◽  
Shawn Mandel
Keyword(s):  
High School ◽  
High School Students ◽  
Regular Education ◽  
Self Concept ◽  
School Students

scholarly journals High school students’ academic performance associated with psychological aspects, body practices and physical activity

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Guilherme da Silva Gasparotto ◽  
Aline Bichels ◽  
Thaynara do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Extracurricular Activities ◽  
Self Concept ◽  
School Students ◽  
The Mean ◽  
Body Practices ◽  
Academic Self Efficacy

The objective of this study was to verify the association of psychological factors and body practices with the academic performance of high school students. A sample of 330 students participated, made up of 167 girls and 163 boys. Likert scale instruments were used for collecting information on self-concept, and on general and academic self-efficacy. Time spent on moderate to vigorous physical activity was recorded, and so was participation in several types of body practices, such as sports, dances, martial arts, performing arts, and systematic physical exercises. Academic achievement was referred to from the students' grades on regular subjects. Linear regression analysis was used for verifying the association of independent variables with academic performance. The adjusted regression model explains between 7% and 36% of academic performance variance, whereas Self-Concept explains academic performance on six of the twelve subjects, and the mean of the grades, with Beta values between 0.13 (p = 0.02) for Sociology and 0.28 (p <0.01) for Mathematics. Academic self-efficacy explained performance on eleven subjects and the mean of the grades, with Beta values between 0.21 (p <0.01) for Physical Education and Philosophy, and 0.44 (p <0.01) for Biology. Participation in extracurricular activities involving body practices explained academic performance on six subjects and the mean of the grades, with Beta values between 0.14 (p = 0.02) for Sociology and 0.31 (p <0.01) for Arts. The studied psychological variables and participation in projects concerning body practices during extracurricular activities correlated with academic achievement as to several school subjects, and with the mean of the grades.

A Study on Mental Health of Scientifically Gifted High School Males (SGM) and Females (SGF)

1993 ◽  
Vol 9 (2) ◽  
pp. 85-92 ◽  
Author(s):  
Kyung-Won Jeon
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Emotional Adjustment ◽  
Self Concept ◽  
School Students ◽  
Social And Emotional ◽  
Good Mental Health ◽  
Self Actualization ◽  
High School Males

Good mental health is a prerequisite for self actualization; that is one can develop gifts and talents only if one is psychologically well-adjusted. Mental health refers to good social and emotional adjustment and positive self-concept. Research is minimal in the area of personality and self-concept for the Korean scientifically gifted high school students and the relationship between gender and self-concept of the gifted youngsters was found somewhat controversial in the literature. Therefore, the purpose of this investigation was to examine the personality of Korean scientifically gifted high school males (SGM) and females (SGF) and to compare the self-concept of these two groups of youngsters. In this study, Mental health was measured by the Korean adapted MMPI, self-concept instrument, intelligence test, and standardized achievement test were administered to 68 10th through 12 grade scientifically gifted high school students of superior intelligence who have high IQ scores of 145. Scientifically gifted males (SGM) and females (SGF) are more similar than different on mental health profiles, and those differences that exist generally are consistent with sex stereotypes in Korean culture. The results on MMPI scores showed both SGM and SGF were relatively free of maladjustment. There was only one sex difference for the sub scale of self-criticism out of 10 measures of self-concept SGM have a higher score on self-criticism sub scale than SGF (t = 1.99, p < 0.05). Two significant correlations between self-concept and intelligence referred to the positive relationship of a total score of intelligence with Personal self (r = 0.3097*) and Family self (r = 0.2847*). There were no significant correlations between self-concept and achievement. Implications are suggested for school programmings designed to facilitate the good personality and positive self-concept of SGM and SGF differently).

Is Self-Concept a Reliable Predictor of Economic Status?

1981 ◽  
Vol 49 (3) ◽  
pp. 883-886 ◽  
Author(s):  
Joseph C. Bledsoe
Keyword(s):  
High School ◽  
High School Students ◽  
Economic Status ◽  
Self Concept ◽  
School Students ◽  
School Grades ◽  
High School Grades ◽  
Reliable Predictor ◽  
Lower Status ◽  
Tennessee Self Concept Scale

To determine the extent to which self-concept could reliably predict whether black high school students would be correctly classified as having advantaged (middle) or disadvantaged (lower) economic status 200 middle- and 200 lower-status boys and girls from five high school grades of a large southeastern city were given the Tennessee Self-concept Scale. The model utilizing 8 variables correctly classified 266 subjects as 180 advantaged and 220 disadvantaged. More correct classifications (143) were made for disadvantaged than for advantaged (123). More students in lower grades were correctly placed; more students in upper grades were classified as disadvantaged. Fewer misclassifications (30.5%) of girls were made than of boys (36.5%). Variables with the highest standardized discriminant coefficients were Identity and Personal Self.

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