scholarly journals Exploring Academic Self-Concepts Depending on Acculturation Profile. Investigation of a Possible Factor for Immigrant Students’ School Success

2021 ◽  
Vol 11 (8) ◽  
pp. 432
Author(s):  
Nanine Lilla ◽  
Sebastian Thürer ◽  
Wim Nieuwenboom ◽  
Marianne Schüpbach
Keyword(s):  
Academic Achievement ◽  
School Success ◽  
Immigrant Students ◽  
Panel Study ◽  
Concept Development ◽  
Self Concept ◽  
Potential Approach ◽  
Domain Specific

Academic achievement and academic self-concepts are reciprocally related; hence, investigating academic self-concepts should offer a potential approach for gaining a better understanding of immigrant students’ (lack of) school success. Proposing that immigrant students’ acculturation orientations need to be taken into account, in this study, we empirically investigate whether immigrant students’ general and domain-specific academic self-concept facets differ from those of non-immigrant students depending on their acculturation profile. Based on data from the German National Educational Panel Study (NEPS), we find initial indications that immigrant students’ academic self-concept facets are subject to their acculturation profile. The idea that acculturation may influence the known comparisons relevant for self-concept development will be discussed.

scholarly journals Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading

2021 ◽  
Vol 10 (1) ◽  
pp. 11
Author(s):  
Jeffrey M. DeVries ◽  
Carsten Szardenings ◽  
Philipp Doebler ◽  
Markus Gebhardt
Keyword(s):  
Risk Factors ◽  
Academic Achievement ◽  
Large Scale ◽  
Growth Models ◽  
Panel Study ◽  
Self Esteem ◽  
Rate Of Change ◽  
Self Concept ◽  
Reasoning Ability ◽  
Subject Specific

Self-concept and self-esteem are strongly tied to both academic achievement and risk factors for lower academic achievement. The German National Educational Panel Study (NEPS) provides large-scale representative longitudinal data for mathematics, reasoning as well as risk factors, self-concept and self-esteem. Based on measurements in grades five to nine, this paper produces theory-based partially mediated latent growth models with multiple indicators and mediators. This includes the predictors of special education needs (SEN) status, socioeconomic status (SES), reasoning ability, gender, and school track, with both global self-esteem and subject-specific self-concept as mediators. Significant mediatory relationships are found for SEN, gender, reasoning ability, and school track on grade 5 math and reading competence, but neither direct nor mediated effects on rate of change were found. Implications for researchers and educators are discussed.

Do Aboriginal Pupils have Negative Self-Concepts?

1983 ◽  
Vol 11 (1) ◽  
pp. 38-42 ◽  
Author(s):  
R. Chadbourne
Keyword(s):  
Academic Achievement ◽  
School Success ◽  
Fear Of Failure ◽  
Self Concept ◽  
Disadvantaged Children ◽  
Self Confidence ◽  
Socially Disadvantaged ◽  
Socially Disadvantaged Children ◽  
Aboriginal Children ◽  
Experience Difficulty

In this article I would like to question one of the explanations offered to help account for the relatively low academic achievement of Aboriginal pupils, namely that they are handicapped by negative self-concepts. The connection between self-concept and school success itself seems plausible enough. For instance, students with negative self-concepts may tend to adopt low occupational horizons which, in turn, can undermine one type of motivation for academic achievement. Similarly, if pupils perceive schooling as a race then lack of self-confidence could lead them to take the attitude, “Why bother, I’m not good enough to win a place to university anyway.” Moreover, as Jackson (1960) points out, classrooms are very judgmental places where the behaviour and work of children is constantly evaluated by teachers and peers. As a result in many learning situations the student “is risking error, judgment, disapproval, censure, rejection and, in extreme cases, even punishment” (Canfield and Wells, 1976:7). If insecure and defensive, pupils may find such an atmosphere very threatening and consequently be inhibited by a fear of failure. Also, it may be suggested, unless children are self-sufficient they may experience difficulty coping with cold, distant, formal teacher-pupil relationships.What is more open to dispute, however, is whether or not Aboriginal children have negative self-concepts. Fanshawe (1976) observes that there is insufficient experimental data to enable this issue to be resolved conclusively on empirical grounds. And within the literature on the education of socially disadvantaged children there are opposing views that can be related to differences in ideology.

scholarly journals Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage

2019 ◽  
Vol 9 (4) ◽  
pp. 39 ◽  
Author(s):  
Julia Festman ◽  
John W. Schwieter
Keyword(s):  
Academic Achievement ◽  
Reading Fluency ◽  
Self Concept ◽  
Cognitive Representations ◽  
Language Background ◽  
Bilingual Advantage ◽  
Domain Specific ◽  
German Children ◽  
The Relationship ◽  
Reading And Spelling

Cognitive representations and beliefs are what comprise an individual’s self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children’s evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes.

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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.

THE ROLE OF PERSONALITY CORRELATES IN ALLEVIATING STRESS ENCOUNTERED BY STUDENTS OF STANDARD X

2016 ◽  
pp. 34-49
Author(s):  
Giselle D' Souza
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
High Performance ◽  
Research Study ◽  
Self Concept ◽  
Personality Correlates ◽  
Purpose Of Education ◽  
Self Worth ◽  
Different Dimensions

Test anxiety and distress occupy pivotal positions in students' lives today, because of over emphasis on academic achievement in the modern educational system. The need for high performance in examinations has defeated the very purpose of education. The SSC examination has come to be an exhaustive exercise that makes the students learn by rote rather than comprehension. There are a few who feel completely trapped in their situation and indulge in self-destructive acts like suicide. The present research study attempted at understanding the likely role of personality correlates namely, academic self-concept, self-efficacy and locus of control in alleviating the different dimensions of stress encountered by students of standard X. It revealed a significant relationship between stress and the mentioned variables and could have important implications in helping students of standard X come to terms with their invaluable self-worth in effectively coping with the evil of the present century -stress.

Sign in / Sign up

Export Citation Format

Share Document