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.

Trajectories of Body Mass and Self-Concept in Black and White Girls

2012 ◽  
Vol 53 (1) ◽  
pp. 2-16 ◽  
Author(s):  
Sarah A. Mustillo ◽  
Kimber L. Hendrix ◽  
Markus H. Schafer
Keyword(s):  
Body Image ◽  
Body Mass ◽  
Growth Models ◽  
Self Esteem ◽  
Black Girls ◽  
Self Concept ◽  
Health Study ◽  
Black And White ◽  
White Girls ◽  
Body Image Discrepancy

As a stigmatizing condition, obesity may lead to the internalization of devalued labels and threats to self-concept. Modified labeling theory suggests that the effects of stigma may outlive direct manifestations of the discredited characteristic itself. This article considers whether obesity’s effects on self-concept linger when obese youth enter the normal body mass range. Using longitudinal data from the National Growth and Health Study on 2,206 black and white girls, we estimated a parallel-process growth mixture model of body mass linked to growth models of body image discrepancy and self-esteem. We found that discrepancy was higher and self-esteem lower in formerly obese girls compared to girls always in the normal range and comparable to chronically obese girls. Neither body image discrepancy nor self-esteem rebounded in white girls despite reduction in body mass, suggesting that the effects of stigma linger. Self-esteem, but not discrepancy, did rebound in black girls.

Relationship Between Self-Concept, Self-esteem, Anxiety, Depression and Academic Achievement in Adolescents

2007 ◽  
Vol 7 (7) ◽  
pp. 995-1000 ◽  
Author(s):  
Ali Fathi-Asht ◽  
Javad Ejei ◽  
Mohammad-Karim Khodapanah ◽  
Hamid Tarkhorani
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Self Concept ◽  
Anxiety Depression

Effects of Physical Activity on Psychological Variables in Adolescents

1994 ◽  
Vol 6 (4) ◽  
pp. 406-423 ◽  
Author(s):  
Karen J. Calfas ◽  
Wendell C. Taylor
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Depressive Symptoms ◽  
Self Esteem ◽  
Effect Sizes ◽  
Self Concept ◽  
Anxiety And Depression ◽  
Negative Effects ◽  
Psychological Variables ◽  
Aerobic Activity

To identify the most consistent relationships among psychological variables and physical activity in youth (ages 11-21 years), 20 articles on depression, anxiety, stress, self-esteem, self-concept, hostility, anger, intellectual functioning, and psychiatric disorders were reviewed. Physical activity was consistently related to improvements in self-esteem, self-concept, depressive symptoms, and anxiety/stress. The effect sizes were +.12, -.15, and -.38 for self-esteem/self-concept, stress/anxiety, and depression, respectively. The evidence for hostility/anger and academic achievement was inconclusive. No negative effects of physical activity were reported. The literature suggests that physical activity in youth is psychologically beneficial. More research is needed to confirm previous findings. Adolescents should engage in moderate or vigorous aerobic activity approximately three times per week for a total of at least 60 minutes per week.

scholarly journals Science Self-Concept – More Than the Sum of its Parts? A Comparison of Different Assessment and Modeling Approaches

2019 ◽  
Author(s):  
Ulrich Schroeders ◽  
Malte Jansen
Keyword(s):  
Structural Equation ◽  
Large Scale ◽  
Structural Equation Models ◽  
Factor Model ◽  
Self Concept ◽  
General Science ◽  
Theoretical Status ◽  
Subject Specific ◽  
Mean Structure ◽  
The Subject

Academic self-concept is understood as a multidimensional, hierarchical construct. Multidimensionality refers to the subject-specific differentiation of academic self-concepts, whereas hierarchy refers to the aggregation of more specific facets of self-concepts into more general ones. Previous research demonstrated that students distinguish between their self-concepts in biology, chemistry, and physics if taught as separate school subjects, as is done in Germany. However, large-scale international educational studies, such as PISA, often use a monolithic science self-concept measure. It is yet unclear whether an aggregate of subject-specific self-concepts is equivalent to a directly measured science self-concept. We assessed the subject-specific and and a general science self-concept of 1,232 German grade 10 students. A higher-order factor model and a bifactor model demonstrated a very high correlation between the “inferred” and the explicitly assessed general science self-concept. Despite the high empirical overlap, we argue for a more nuanced view of the science self-concept, because statistical unity is not to be confused with causal unity. Moreover, from a methodological perspective, we used multi-group confirmatory factor analysis to examine the mean structure and local weighted structural equation models to study measurement invariance across science ability. Implications for the theoretical status of self-concept as a hierarchical construct are discussed.

Self-Concept and Attitude to School as Predictors of Academic Achievement by West Indian Adolescents

1986 ◽  
Vol 62 (2) ◽  
pp. 577-578 ◽  
Author(s):  
Arthur G. Richardson ◽  
Jacintha Lee
Keyword(s):  
Academic Achievement ◽  
Regression Analysis ◽  
Middle Class ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
West Indian ◽  
Self Esteem ◽  
Self Concept ◽  
Indian Adolescents ◽  
Predictors Of Academic Achievement

The Coopersmith Self-esteem Inventory and the School Sentiment Index were administered to 215 West Indian middle-class 14-yr.-olds (95 boys and 120 girls) to assess their validity as predictors of academic achievement. Step-wise multiple regression analysis identified School-Academic, a self-concept measure, as the strongest predictor of academic achievement.

Multilevel risk factors and developmental assets for internalizing symptoms and self-esteem in disadvantaged adolescents: Modeling longitudinal trajectories from the Rural Adaptation Project

2014 ◽  
Vol 26 (4pt2) ◽  
pp. 1495-1513 ◽  
Author(s):  
Paul R. Smokowski ◽  
Shenyang Guo ◽  
Roderick Rose ◽  
Caroline B. R. Evans ◽  
Katie L. Cotter ◽  
...  
Keyword(s):  
Risk Factors ◽  
Social Capital ◽  
Hierarchical Linear Modeling ◽  
Internalizing Problems ◽  
Internalizing Symptoms ◽  
Religious Orientation ◽  
Panel Study ◽  
Developmental Assets ◽  
Self Esteem ◽  
Longitudinal Trajectories

AbstractThe current study filled significant gaps in our knowledge of developmental psychopathology by examining the influence of multilevel risk factors and developmental assets on longitudinal trajectories of internalizing symptoms and self-esteem in an exceptionally culturally diverse sample of rural adolescents. Integrating ecological and social capital theories, we explored if positive microsystem transactions are associated with self-esteem while negative microsystem transactions increase the chances of internalizing problems. Data came from the Rural Adaptation Project, a 5-year longitudinal panel study of more than 4,000 middle school students from 28 public schools in two rural, disadvantaged counties in North Carolina. Three-level hierarchical linear modeling models were estimated to predict internalizing symptoms (e.g., depression, anxiety) and self-esteem. Relative to other students, risk for internalizing problems and low self-esteem was elevated for aggressive adolescents, students who were hassled or bullied at school, and those who were rejected by peers or in conflict with their parents. Internalizing problems were also more common among adolescents from socioeconomically disadvantaged families and neighborhoods, among those in schools with more suspensions, in students who reported being pressured by peers, and in youth who required more teacher support. It is likely that these experiences left adolescents disengaged from developing social capital from ecological microsystems (e.g., family, school, peers). On the positive side, support from parents and friends and optimism about the future were key assets associated with lower internalizing symptoms and higher self-esteem. Self-esteem was also positively related to religious orientation, school satisfaction, and future optimism. These variables show active engagement with ecological microsystems. The implications and limitations were discussed.

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