Self-concept Of Ability Research Articles

How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks.

After graduation from secondary school, academic tasks (i.e., learning contents) are no longer structured in terms of school subjects (i.e., English, mathematics). Therefore, learners lack past performance and mastery experience to inform their expectancy of success (i.e., ability beliefs) regarding novel tasks. In this paper, we investigate how individuals establish expectancy of success regarding novel academic tasks. We hypothesize that individuals draw on ability beliefs regarding known tasks that are deemed similar to novel tasks to estimate expectancy of success (generalization hypothesis). Participants were first-year students (n = 354) in the field of business administration (Study 1), and (Study 2) psychology students predominantly (n = 174). In Study 1, we analysed relations between ability beliefs (i.e., academic self-concepts of ability) regarding four school subjects and four fields of study varying in similarity. In Study 2, we assessed mastery experience regarding two school subjects and expectancy of success (i.e., self-efficacy) regarding a fictitious course manipulating participants' similarity judgement. We analysed the data using mainly structural equation modelling. Results support the generalization hypothesis regarding both indicators of expectancy of success (i.e., self-concept and self-efficacy). Subject-specific self-concepts of ability predict study-related self-concepts of ability according to individuals' similarity judgements. Subject-specific mastery experience predicts expectancy of success only if the respective school subject is emphasized in the course description. Individuals apparently draw on established ability beliefs regarding known tasks to inform their expectancy of success regarding novel tasks. Findings further our understanding of the development of motivation to learn in adulthood.

Social-perspective coordination and gifted adolescents’ friendship quality

This research examined links among academic ability, social-perspective coordination, and friendship quality, within the context of gifted adolescents’ friendships. The sample consisted of 120 early adolescents (59 girls, 61 boys), 81 of whom were identified as gifted. Academic ability, sex, and grade significantly predicted social-perspective coordination (an indicator of psychosocial maturity) in multiple regression analyses. Social-perspective coordination, perceptions (self-concept) of ability to make and keep friends, academic ability, sex, and grade predicted perceptions of the overall quality of friendships. Being a female, seventh grader, or adolescent not identified as gifted, significantly predicted higher friendship quality. Social-perspective coordination and self-concept based on having a close friend predicted higher levels of friendship quality for the gifted participants.

The relationship between teacher-related factors and students' attitudes towards secondary school chemistry subject in Bureti district, Kenya

This paper examines the relationship between teacher-related factors and student’s attitudes towards Chemistry subject in secondary schools in Kenya. The paper is based on a study conducted in Bureti District in Kericho County, Kenya. This paper highlights issues on the teaching methods used by chemistry teachers, the teachers’ availability to attend to various needs of students on the subject, their use of teaching and learning resources in teaching, teachers’ personal levels of skills and knowledge of the subject matter in Chemistry and the impact of students’ negative attitudes towards Chemistry on teachers’ effectiveness. The research design used in the study was descriptive survey. The target population comprised Form Four students in ten selected secondary schools in Bureti District of Rift Valley Province Kenya. Stratified random sampling technique was used to select the study sample. Schools were selected from the following categories: Girls’ schools, Boys’ schools and Co-educational schools. Simple random sampling was used to select the respondents from Form Four classes as well as a teacher in each school. In all, one hundred and eighty-nine students and ten teachers filled the questionnaires. The data collection instruments were questionnaires based on the Likert scale and document analysis. Data was analyzed descriptively using frequency tables, means and percentages while hypotheses were tested using Analysis of Variance. From the study findings, a number of indicators revealed that there are some factors influencing students’ attitudes towards Chemistry, including lack of successful experiences in Chemistry, poor teaching. It was recommended that science teachers’ should encourage development of positive self-concept of ability among students. Among other recommendations, the study suggests that guidance and counselling of students in schools should be encouraged, to ensure positive attitudes towards and full participation by girls in, the subject. The findings of this study will be beneficial to the curriculum developers, Kenya Institute of Education as well as Chemistry teachers.

The self in educational contexts: how social networks shape self-related cognitions—and vice versa

We argue that it is impossible to conceptualize either the self independently of a person’s social networks, or a social network independently of the individual selves that constitute it. In order to substantiate this claim, we illustrate the manifold associations that are to be found between the structure and content of individual self-knowledge, on the one hand, and the structure and composition of a person’s social networks, on the other. We then go on to demonstrate how these correlations are formed by explicating specific mechanisms of how individuals and their networks mutually influence each other. In conclusion, we discuss the applicability of our reflections with respect to a central concept of self-reflective cognitions in educational contexts, namely, the self-concept of ability. We present the manner in which viewing this concept through the lens of social network analysis can stimulate future research and generate new insights.

Support from teachers and trainers in Vocational education and training: The pathways to career aspirations and further career development

Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VET companies, provide important support. We were interested in the different pathways from this support to apprentice's career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that VET-teacher support is directly and indirectly related to career aspirations at the end of the apprenticeship, whereas VET-trainer support influences career aspirations only indirectly. Domain specific constructs (ability self-concept at VET-school, skill variety at the VET-company) and self-esteem are important as intermediary variables. Ability self-concept at VET-school had a strong influence on further education three years after the apprenticeship.

The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance

Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students' subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that self-concept of math ability mediates the impact of math performance on interest. No evidence was found for the assumption that self-concept of ability or interest would predict subsequent academic performance.

Do teachers’ perceptions of children’s math and reading related ability and effort predict children’s self-concept of ability in math and reading?

This study investigated to what extent primary school teachers’ perceptions of their students’ ability and effort predict developmental changes in children’s self-concepts of ability in math and reading after controlling for students’ academic performance and general intelligence. Three cohorts (N = 849) of elementary school children and their teachers were followed for four years. Children’s self-concepts and performance ability in math and reading were measured annually during Waves 2–4. Teachers rated the children’s ability and effort at each of the four waves. Domain-specific differences and developmental changes could be identified in the associations between teachers’ perceptions and children’s ability self-concepts. Teachers’ ability perceptions predicted children’s concurrent and subsequent ability self-concepts in math and reading, whereas teachers’ effort perceptions predicted children’s math ability self-concept only at Wave 4. Analyses with multi-sample procedure showed that these models were similar for boys and girls and for children in different cohort groups.

Gender differences in school success: what are the roles of students’ intelligence, personality and motivation?

Background: Education is a key variable for reaching individually and socially desired outcomes. Specifically, school grades are important admission criteria for higher education and job positions. Nowadays, in countries committed to equal opportunities, girls obtain better school grades than boys, but the reasons why girls outperform boys are not well understood. In the following, individual student characteristics (i.e. intelligence, personality, motivation) were investigated as promising candidates that may account for gender differences in school performance.Purpose: This is a review of research findings on gender differences in performance-related individual students’ characteristics. These findings may help to explain differences in boys’ and girls’ school achievement. It was hypothesised that girls are better adapted to today’s school environment because of their intelligence (general, specific), personality (Big Five) and motivation (ability self-concept, interest or intrinsic values, goal orientations). To investigate this hypothesis, we reviewed literature with respect to five questions: (1) How strongly are intelligence, personality and motivation associated with school achievement? (2) Are there mean level differences between boys and girls in these characteristics? (3) Do these characteristics show gender differences in predicting school achievement? (4) Can gender differences in these characteristics explain the association between gender and school achievement? (5) Are gender differences in these characteristics causally related to differences in boys’ and girls’ school achievement?Sources of evidence: We mainly based our review on meta-analyses and literature reviews. If no meta-analyses or reviews were available, we reported results of representative single studies, including results from our own studies. To illustrate the magnitude of gender differences, we also reported statistical parameters (correlation coefficients, effect sizes and regression coefficients).Main argument: Concerning the five research questions, we found that, first, among the characteristics investigated here, general intelligence, ability self-concepts and self-discipline were the most important predictors of school performance. Second, gender differences in students’ individual characteristics varied from non-existent (e.g. general intelligence) to strong (e.g. self-discipline). Third, there was no indication that these characteristics were differently important for boys’ and girls’ school performance. Fourth, gender differences in intelligence, personality and motivation partially mediated the association between gender and school achievement but cannot fully explain it. Fifth, whether differences in intelligence, personality and motivation cause performance differences between boys and girls remains unknown because there were no studies that have investigated this question with designs that could test for causal inferences.Conclusion: Gender differences in students’ individual characteristics contribute to a significant extent to gender differences in school performance. Taken together, the effects of gender differences in students’ individual characteristics can partially but not fully account for gender differences in school performance. Girls are somewhat better adapted to today’s school environments, especially because of their better verbal intelligence, higher Agreeableness, stronger self-discipline, as well as certain aspects of their motivation. In light of these specific differences, it is argued that changing certain aspects of school environments might help boys to better succeed in school and, thus, reduce educational inequality.

Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement

Previous research on differences and similarities in self-concept of Indigenous and non-Indigenous Australian students did not consider the possible differentiation between competence and affect components. As a result, it is unknown whether previously found differences between Indigenous and non-Indigenous students' self-concepts are the result of their beliefs about their abilities or their feelings about specific domains. Thus, the present study aims to examine and compare the structure, the mean levels, and the relations to achievement measures of Indigenous and non-Indigenous Australian students' self-concepts in academic and non-academic domains when taking the competence–affect separation into account. Self-concepts in math, English, school, physical ability, and art were measured with 1809 secondary school students including 343 Indigenous students. For Indigenous and non-Indigenous students, confirmatory factor analyses demonstrated that all self-concept facets measured could be separated into competence and affect components although the correlations between competence and affect components were high, particularly for art and physical ability self-concepts. Non-Indigenous students demonstrated higher levels of school competence, English competence, English affect, and math competence self-concepts. Indigenous students displayed higher levels of physical ability competence self-concept while no group differences could be found for school affect, math affect, physical ability affect, and art competence and art affect self-concepts. Invariance tests revealed an invariant factor structure and invariant relations between the multiple self-concept facets and achievement factors across Indigenous and non-Indigenous students. Hence, the present study adds to our understanding of the similarities and differences regarding Indigenous and non-Indigenous Australian students' self-concepts.

Relating Self-Concept Consistency to Hedonic and Eudaimonic Well-Being in Eight Cultures

Western theories suggest that self-concept consistency is important for well-being, but cultural psychologists have proposed that this relationship may be weaker in collectivistic or dialectical cultures. Hypotheses regarding the ability of self-concept (cross-role) consistency and short-term stability to predict hedonic and eudaimonic well-being across cultures were tested. College students in the United States, Australia, Mexico, Venezuela, the Philippines, Malaysia, China, and Japan rated their traits in various roles at test and retest and completed measures of hedonic and eudaimonic well-being. In all cultures, cross-role consistency and short-term stability were inversely associated with negative affect, an aspect of hedonic well-being, and positively associated with Big Five Emotional Stability. In contrast, cross-role consistency and short-term stability were related to eudaimonic well-being more reliably in individualistic cultures than in collectivistic cultures, although the results in China only partially conformed to this pattern. We concluded that cross-role variability and short-term instability of self-concepts have a significant temperamental or affective basis, and this temperamental basis is a cultural universal. In addition, cultural psychology predictions of a weaker relationship between self-concept consistency and well-being in collectivistic cultures, as compared with individualistic cultures, were largely supported for eudaimonic well-being.

What students think they feel differs from what they really feel--academic self-concept moderates the discrepancy between students' trait and state emotional self-reports.

This study investigated whether there is a discrepancy pertaining to trait and state academic emotions and whether self-concept of ability moderates this discrepancy. A total of 225 secondary school students from two different countries enrolled in grades 8 and 11 (German sample; n = 94) and grade 9 (Swiss sample; n = 131) participated. Students’ trait academic emotions of enjoyment, pride, anger, and anxiety in mathematics were assessed with a self-report questionnaire, whereas to assess their state academic emotions experience-sampling method was employed. The results revealed that students’ scores on the trait assessment of emotions were generally higher than their scores on the state assessment. Further, as expected, students’ academic self-concept in the domain of mathematics was shown to partly explain the discrepancy between scores on trait and state emotions. Our results indicate that there is a belief-driven discrepancy between what students think they feel (trait assessment) and what they really feel (state assessment). Implications with regard to the assessment of self-reported emotions in future studies and practical implications for the school context are discussed.

Self-estimated intellectual abilities: Stability, determinants, and gender differences

There is a long history of investigations of self-concept and self-estimates of intellectual abilities, yet there remains controversy regarding the underlying determinants of individual differences in self-estimated abilities, and there are also key questions regarding the patterns of gender differences in over/under estimations. In a four-year longitudinal study of high school students, we assessed self-estimated abilities (general intelligence, verbal, and math abilities), objective abilities, and a set of personality, interest, and related trait measures. Individual differences in self-estimated abilities were found to be relatively stable (average year-to-year test–retest reliabilities of .61 (g), .73 (Verbal) and .73 (Math)). Gender differences in self-estimated abilities largely paralleled objective ability differences, indicating an overall lack of gender differences in over/under estimations. Self-estimated abilities were well-predicted by objective abilities, and affective and conative traits. We address the implications of these results for the expression of self-concept constructs.

Breadth-Based Models of Women’s Underrepresentation in STEM Fields: An Integrative Commentary on Schmidt (2011) and Nye et al. (2012)

Relative strength of math and verbal abilities and interests drive science, technology, engineering, and math (STEM) career choices more than absolute math ability alone. Having one dominant aptitude (e.g., for mathematics) increases the likelihood of a strong self-concept in that domain and decreases the likelihood of equivocation about career choices in comparison with individuals with equivalent mathematical aptitude who have comparable strength in non-math areas. Males are more likely than females to have an asymmetrical cognitive profile of higher aptitude in math relative to verbal domains. Together, these two points suggest that the academic and career pursuits of high math ability males may be attributable to their narrower options among STEM fields, whereas females’ more symmetrical cognitive profile means their math and verbal interests compete in the formation of their ability self-concept and, hence, in their broader career choices. Such equivocation about STEM careers is in fact already evident in girls with high math aptitude as early as junior high school. Thus, we argue that asymmetry in interests and aptitudes is an underappreciated factor in sex differences in career choice. To the extent this is true, focusing on strengthening young women’s STEM-related abilities and ability self-concepts to increase female STEM representation may be an unproductive approach; to increase representation, it may be more effective to focus on harvesting the potential of those girls and women whose breadth of interest and high ability spans social/verbal and spatial/numerical domains. The use of interventions that play to this greater breadth by socially contextualizing STEM is one potential solution.

Gender and numerical intelligence: Does motivation matter?

The present study examined the mediating effects of different motivational variables on the relation between gender and numerical intelligence. In a sample of 305 German students (mean age: M=17.5; SD=1.1), we assessed the last grade in math, self-estimated numerical intelligence, expectations of success on a subsequent numerical intelligence test, the math ability self-concept, the mathematical intrinsic motivation, and math test anxiety (emotionality and worry). SEM analyses revealed that all motivational variables played a role in explaining the relation between gender and numerical intelligence. When testing all variables simultaneously, self-estimated numerical intelligence, intrinsic value of math, and worry significantly predicted numerical intelligence. Gender still explained a statistically significant amount of the variance in numerical intelligence. Results are discussed with regard to the importance of motivational variables in explaining gender differences in numerical intelligence.

Linking University Students’ Willingness to Learn to Their Recollections of Motivation at Secondary School

This study investigated the role of recollected school-based motivation on university students’ willingness to use new learning opportunities. Following Eccles’ expectancy-value theory, willingness to learn was conceptualized as task value, which has been found to predict task choice in previous empirical studies. Based on three motivational theories, we suggest two broad motivational dimensions for an economic description of motivational orientations, inward and outward, that should differentially predict the formation of task value. German university students (N = 1580) were asked about their task value for receiving their instructions in English as a foreign language at university and, retrospectively, their motivation in English language class at secondary school. Principal components analysis and confirmatory factor analyses of motivational variables yielded a two-factor solution supporting the differentiation between inward and outward motivational orientation. Inward motivational orientation at school was positively linked to students’ task value in adulthood, even if the individual’s self-concept of ability was controlled. The effects of outward motivation were rather small and tended to be counterproductive. Our findings suggest a complex interplay between past and present motivation and self-concept of ability underlying one’s willingness to learn and to participate in education.

Academic self-concept of ability and cortisol reactivity

The present study aimed to clarify the relationship between a school-specific trait (academic self-concept of ability [ASCA]) and hormonal stress response by using a trait-compatible stressor (test). First, we determined 52 students' ASCA scores for biology and measured their salivary cortisol concentration before and after a biology test (experimental group, n = 28) or a free writing task (control group, n = 24). For participants who took the test, statistical analysis indicated a significant negative correlation between ASCA score and cortisol response. In contrast, the control group showed a decrease in cortisol concentrations between test times and no correlation between cortisol concentration and ASCA scores were found. These findings indicated an interaction between ASCA scores and hormonal stress response when an academic-related stressor is present. Furthermore, these variables might influence each other adversely: high cortisol concentrations during a test situation may lead to greater feelings of insecurity, resulting in low ASCA scores and awareness of these low scores may lead to a further increase in cortisol, creating a vicious cycle.

The can and cannot do attitude: How self-estimates of ability vary across ethnic and socioeconomic groups

How people think about their own abilities is an important predictor of educational and work attainment. This study examines group differences in the self-concept of intelligence and creativity. We compared self-concept of ability in relation to ethnic group membership (White, African American, and Hispanic) and social class (working class, middle class) in a large sample of undergraduate students (N=3289). Both ethnicity and social class were related to self-estimates of ability (favoring White and middle class students), with group differences being stronger for intelligence than creative abilities. White middle class students show an advantage in their self-concept of intelligence in comparison to minority working class students. For self-estimates of creativity, however, White middle class students show an advantage only in relation to working class Hispanic, but not African American students.

Translation, Validity and Reliability of Multidimensional Self-concept Scale (MSCS) Questionnaire among Malaysian Teenagers

This study aims to translate the English edition of Multidimensional Self-Concept Scale (MSCS) questionnaire into Malay language, to validate it and to make it reliable. The MSCS constructed by Bracken (1992) to evaluate self-concept in accordance to Multidimensional Self-Concept Model (MSCM). MSCS consists of 150 items (74 positive items, 76 negative items) which assess the 6 subscales of self-concept; social self-concept, ability self-concept, affective self-concept, family self-concept, physical self-concept and academic self-concept. The process of translation into Malay language using the back translation method was suggested by Brislin, Lonner and Thondike (1973). The items in MSCS are translated according to local values and culture by 3 Malay language panels and 3 English language panels. For the face validity evaluation, 8 secondary school students and 3 Malay language experts involve in the betterment of language, sentence structures and comprehension of terms in MSCS. Subsequently, MSCS is evaluated by 7 expert panels for the validity of its contents. Next, reliability analysis is conducted to 214 students in 2 secondary schools in Selangor, Malaysia. The result shows that the value of contents validity by expert panels has high coefficient value which is = 0.822 with minimum and maximum values of over 0.60. Family self-concept sub-scale has the lowest coefficient value which is 0.668 while social self-concept sub-scale has the highest coefficient value (0.964). For the overall analysis of reliability is alpha = 0.964 with the values of each sub-scale are; social = 0.971, ability = 0.963, affective = 0.964, family = 0.974, physical = 0.974 and academic = 0.965. Hence, this study has succeeded to convert the MSCS that has high validity and reliability values and applicable for Malaysian teenagers.

Organized Sports Participation in Children With and Without ADHD: the Roles of Self-Perceived Peer Relations and Physical Abilities

Objective Attention-deficit/hyperactivity disorder (ADHD) is characterized by impairing symptoms of inattention and/or hyperactivity and previous literature reported that children with ADHD have poor peer relationships and motor impairment which may lead to decreased participation in organized sports. The primary research aim of this study is to explore the direct and indirect effects that ADHD diagnosis, self-concept of peer relations, and self-concept of physical abilities have on sports participation. Patients and methods Preliminary data from the South Carolina Project to Learn about ADHD in Youth (SCPLAY) was employed to investigate peer relations and physical abilities as mediators of the association between ADHD and sport participation. Three hundred and thirty children reported their level of organized sports participation using a Health Risk Behavior Survey derived from the CDC's Youth Risk Behavior Survey. Regression and path analysis was utilized to determine significant associations and investigate mediation. Results A higher percentage of males (68.7%) were diagnosed with ADHD and a higher proportion of participants classified themselves as non-Hispanic White (56%). Polytomous logistic regression revealed that an ADHD diagnosis was related to never participating in sports (OR=5.1; 95%CI 1.19, 21.68) and to low sports participation (OR=2.9; 95%CI 0.99, 8.18). Path analysis revealed peer relations and physical abilities were directly related to sports participation, with corresponding coefficients of -0.02 (p-value=0.04) and 0.04 (p-value Conclusion ADHD diagnosis is related to decrease sports participation. This study also concludes that the direct effects of peer relations and physical abilities on sports participation are significant.

Veränderungen in der Symptombelastung während der Wartezeit auf einen ambulanten Psychotherapieplatz

This study empirically tests symptom changes in a sample of 106 psychotherapy outpatients during a 6-month waiting period before treatment commencement. Using indirect measurement of change, the patients improve in psychopathological symptoms. Using direct measurement of change, 48% of the outpatients show no significant change in psychopathological symptoms. However, the symptoms of 29% improve and 23% worsen. Using multinomial logistic regression, group membership (no change, positive change, negative change) can be predicted by personality traits for 60% of the patients. Social trust negatively predicts changes for the worse. Liberal gender-role orientation positively predicts improvement. A positive self-concept of ability positively predicts changes for the worse. Moreover sociodemographic variables correctly predict group membership for 57% of the patients. Age positively predicts changes for the worse. Female gender negatively predicts improvement.