scholarly journals The reciprocal effects of self-concept and academic achievement scores among learners with visual impairment in primary schools, Kenya

2018 ◽  
Vol 09 (01) ◽  
Author(s):  
Charles Michael Were
Keyword(s):  
Academic Achievement ◽  
Visual Impairment ◽  
Primary Schools ◽  
Self Concept ◽  
Reciprocal Effects ◽  
Achievement Scores

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

Dual Language Instruction: Teaching Civics in Three Public Primary Schools in Tanzania

Utafiti ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. 163-183
Author(s):  
Rose A. Upor ◽  
Maziku Mihayo
Keyword(s):  
Academic Achievement ◽  
General Public ◽  
Primary Schools ◽  
Dual Language ◽  
Language Instruction ◽  
The Other ◽  
Achievement Scores ◽  
Language Of Instruction ◽  
Lesson Content

Abstract It is a widely shared hypothesis in Tanzania among educators and the general public that low academic achievement scores are typically due to pupils’ deficiencies in English comprehension. Although in most public primary schools kiSwahili is the language of instruction, while a select few use English, there is evidence showing that even where monolingual instruction is on offer in Tanzania, lessons are held most of the time in both languages concurrently. Much of the research into dual language instruction is driven by the question of whether using English as the language of instruction is superior to using another language, leaving open the question of whether learning in both kiSwahili and English concurrently delivers a better pedagogical result than classroom usage of either language in isolation from the other. In this study, experimenting with the use of Dual Language Instruction (DLI) in three public primary schools indicates that when students are taught in two languages they perform better on tests than those who receive the same lesson content through monolingual instruction.

A Test of the Reciprocal-Effects Model of Academic Achievement and Academic Self-Concept in Regular Classes and Special Classes for the Gifted

2017 ◽  
Vol 61 (2) ◽  
pp. 103-116 ◽  
Author(s):  
Franzis Preckel ◽  
Isabelle Schmidt ◽  
Eva Stumpf ◽  
Monika Motschenbacher ◽  
Katharina Vogl ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Self Concept ◽  
Reciprocal Effects ◽  
Regular Classes ◽  
Special Classes

Relationship Of Academic, Physical And Social Self-Concepts Of Students With Their Academic Achievement

2010 ◽  
Vol 3 (3) ◽  
pp. 73 ◽  
Author(s):  
Asma-Tuz- Zahra ◽  
Manzoor H. Arif ◽  
Muhammad Imran Yousuf
Keyword(s):  
Academic Achievement ◽  
Sampling Technique ◽  
Target Population ◽  
Female Students ◽  
Self Concept ◽  
Cluster Sampling ◽  
Achievement Scores ◽  
Social Self ◽  
Weak Correlation ◽  
Relationship Of

This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bacholar were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used as tool of research. Factor analysis was employed to explore the pattern of inter-item correlations of the questionnaire. Kendall’s-Tau-b technique of corrrelation was applied to correlate responses obtained on academic, physical and social self concepts related items with the academic achievement scores of students  Physical self-concept and social self-concepts were found unrelated to academic achievement. However, a significant but weak correlation was found between academic self-concept and academic achievement.

Reciprocal effects of self-concept and academic achievement in sixth and seventh grade

1995 ◽  
Vol 24 (3) ◽  
pp. 295-314 ◽  
Author(s):  
Dean R. Hoge ◽  
Edna K. Smit ◽  
John T. Crist
Keyword(s):  
Academic Achievement ◽  
Self Concept ◽  
Reciprocal Effects ◽  
Seventh Grade
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