Positive Academic Self-concept Research Articles

Student well-being, perceived teacher error management, and perceived teacher justice

AimsIn this longitudinal study, we aimed at understanding the relation between students’ perceptions of teacher error management, teacher justice, and student well-being while considering age- and context-related differences. SampleA total of n = 575 primary school students (Grades 4–6) and n = 610 secondary school students (Grades 7–9) participated. MethodsRandom-intercept cross-lagged panel modeling was applied. ResultsIn primary education, perceived teacher error management positively predicted enjoyment and positive academic self-concept in school and was reciprocally related to positive attitudes. Perceived teacher justice negatively predicted physical complaints and social problems and was reciprocally positively related to worries in school. In secondary education, perceived teacher error management positively predicted all three positive dimensions of student well-being. Perceived teacher justice negatively predicted social problems in school, whereas worries in school negatively predicted perceived teacher justice. ConclusionsAssociations between student well-being and aspects of instructional teacher behavior varied across well-being dimensions and showed several similarities and few differences between primary and secondary education. Teachers’ role in student well-being was confirmed in both education contexts.

Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement.

This study investigates the complex interplay between academic self-concept, teacher support, student engagement, and psychological wellbeing among Chinese university students. We aimed to elucidate the mediating role of student engagement in these relationships. A sample of 597 Chinese undergraduate students from diverse universities participated in the study. We employed structured questionnaires to assess academic self-concept, teacher support, student engagement, and psychological wellbeing. Confirmatory factor analyses and structural equation modeling were used to test our hypothesized model. Structural equation modeling indicated that the partial mediation model, which considered both direct and indirect effects, outperformed full mediation and direct effect models. Student engagement significantly mediated the relationships between academic self-concept, teacher support, and psychological wellbeing. Importantly, teacher support demonstrated a direct impact on psychological wellbeing, even when accounting for the mediating role of student engagement. This study underscores the pivotal role of student engagement as a mediator in the relationship between academic self-concept, teacher support, and psychological wellbeing among Chinese university students. While student engagement plays a substantial mediating role, our findings also recognize the persistent direct influence of teacher support on psychological wellbeing. These insights have implications for educators and policymakers aiming to enhance the wellbeing of university students by fostering positive academic self-concept and teacher support while recognizing the importance of student engagement.

Experiences of Autistic College Students in Higher Education and Their Relations with Faculty.

The purpose of this study was to investigate the various factors that may contribute to the academic self-concept of autistic college students, including the potential influence of academic success. A sample of autistic participants (n = 12) were interviewed regarding autistic college students' experiences. Transcripts were analyzed using a modified grounded theory approach. Most students had a positive academic self-concept due to factors like major selection based on passion and interest, following family values, personal motivation to do well, proving someone wrong, and striving for high academic achievement. Although accommodations were not the main focus of the study, they were found to affect student academic self-concept as well. Post-secondary institutions should consider incorporating intervention and support programs that assist in improving neurodiverse students' self motivation and self regulation skills to encourage these students to be academically successful while maintaining their well-being. They should also provide professional development initiatives aimed at enhancing the capacity of faculty and staff to address the unique needs of autistic students and ensure the successful implementation of accommodations. This approach will contribute to a more inclusive and supportive learning environment for autistic college students, promoting their academic success and well-being.

On the Relationship Between Student Well-Being and Academic Achievement

Abstract. Student well-being is considered as both an enabling condition for positive learning outcomes and an essential educational outcome itself. Previous studies have investigated the relationship between student well-being and academic achievement cross-sectionally, leaving unclear the direction of causality. Employing 3 waves of data spaced 1 year apart, this longitudinal study used a random intercept cross-lagged panel model (RI-CLPM) to account for between-person effects and segregate within-person effects between positive and negative dimensions of student well-being and academic achievement. Participants were 404 secondary school students in Switzerland in grades 7–9. The RI-CLPMs suggested that over 1-year time intervals students’ academic achievement may positively influence positive dimensions of student well-being (i.e., positive attitudes toward school, enjoyment in school, positive academic self-concept) within secondary school students. Negative dimensions of student well-being (i.e., worries in school, physical complaints, and social problems) were not associated with academic achievement.

STUDENTS’ ACADEMIC SELF-CONCEPT IN EARTH SCIENCE THROUGH ONLINE PROCESS ORIENTED GUIDED INQUIRY LEARNING APPROACH

: This study investigated the effects of online Process Oriented Guided Inquiry Learning approach on students’ academic self-concept among Junior High School in Earth Science. Specifically, it aimed to assess the student’s academic self-concept as exposed to an online process-oriented guided inquiry learning approach in relation to academic confidence and academic effort. A one-shot pretest-posttest pre-experimental design was employed in the study. An adapted academic self-concept survey questionnaire was used with a reliable Chronbach’s alpha of 0.89. Quantitative data from the questionnaire were analyzed using descriptive statistics. The findings of the study revealed that students exhibited positive academic self-concept after exposure to the online processoriented guided inquiry learning approach. Further results show a moderately positive result in relation to academic confidence and positive academic effort. A quantitative analysis indicated that students positively perceived themselves as learners in Earth Science.

Belief in Counselling Effectiveness, Academic Self-concept as Correlates of Academic Help-Seeking Behavior among College Students

Effective counseling services enable students to the habit of requesting further help and develop a positive academic self-concept that further helps develop wellbeing and mental wholeness that results in academic excellence. Aim : understanding students' academic self-concept, academic help-seeking behaviors and beliefs towards belief in counseling effectiveness. It also describes the relationship between study variables. Methods : Based on a descriptive survey research design, a self-reported closed-ended questionnaire was administrated to 182 randomly selected college students at Sekota, Ethiopia. Analysis was made by using mean scores, standard deviation, independent sample t-test, Pearson correlation and multiple regression coefficients. Results: Independent-sample t-test revealed that male students' average scores were found to be significantly higher than female students' average scores in academic self-concept, help-seeking behavior and belief in counseling effectiveness. Correlation analysis confirmed that academic help-seeking behavior, belief in counseling effectiveness and academic self-concept is significantly correlated with one another. In this study, it was further found that 36% of the variance in academic help-seeking behavior can be accounted for by the variance of academic concept and belief in counseling service effectiveness. The overall regression was statistically significant, F (2, 179) = 51.28, R 2 =.36. The independent contribution of predictor variables, the variance of belief in the effectiveness of counseling has significantly greater contributor as compared to academic self-concept to the variance of academic help-seeking behavior. Conclusion : Hence, enhancement projects on academic self-concept and female students’ belief in the effectiveness of counseling services should be taken as an agenda by teachers, college administrators, academic advisors and counselors. Keywords: Academic Self-Concept; Help-seeking behavior; Belief; Counselling Effectiveness DOI: 10.7176/JEP/12-19-01 Publication date: July 31 st 2021

Suicidal Ideation among Youths at Risk of School Dropout: Impact of Student Demographics, Stressors, and Academic Self-Concept

In the United States, suicidal ideation is an issue for high school-age youths. Research supports that youths who have learning difficulties and who are at risk of high school dropout are at greater risk for suicidal ideation. Although alternative high schools address both student academics and emotional health, they are underused, nonclinical settings for understanding and addressing suicidal ideation. This study aimed to examine the impact of student identity, external stressors, and academic self-concept on suicidal ideation among sexual and ethnic minority and underserved students enrolled in an alternative education public high school. The student sample (N = 103) completed a onetime survey comprised of the Suicidal Ideation Questionnaire-Junior, the Cultural Assessment of Risk of Suicide, the Coddington Life Events Scale for Adolescents, and the Piers Harris 2. Results of hierarchical linear regression indicated that identifying as nonheterosexual and experiencing discrimination were associated with greater student reporting of suicidal ideation. Identifying as Latino and other non-White was associated with lower reporting of suicidal ideation. Controlling for student demographics and external stressors, positive academic self-concept was associated with a lower reporting of suicidal ideation. Findings have future implications for health social work, suicide prevention and intervention, and education policy.

Sifting Through Gen Z Stereotypes: Using Critical Empathy to Assess Writers’ Invisible Learning

What narratives shape the Gen Z experience and how do these impact instructor evaluation of student work? This article explores how cultural narratives can undermine student resilience and challenges educators to reframe rigor. The piece features assessment data to describe the impact of student self-annotation to help build positive academic self-concept. Using both close analysis of a student’s self-annotations and reporting on macro-level program assessment efforts (N=65), the authors highlight the ways students developed self-regulation, metacognition, and agency. They call for critical empathy as a reflexive lens all instructors can use to disrupt stereotypes and forge more egalitarian learning spaces

Academic Self-Concept on Bully Victims in Early Adolescent

Bullying that occurs in schools have negative impacts on victims rather than perpetrators. Bullying has an influence on the social adjustment of the victims that affects school achievement. In education, academic self-concept has an important role in the achievement of student learning in school and help students respond to bullying behavior. The aim for this study was to identify the academic self-concept on bully victims in early adolescent that consist of academic, social, and self-regard. This research was a quantitative descriptive research. The population in this research were all bully victims from grade 7 and 8, the sample technique used was total sampling with 91 respondents. Data were taken by using academic self-concept instrument from Sriati which consist of 45 statements using likert scale with validity value 0,339-0,761 and reliability 0,952. The academic self-concept analyzed by mean of both total and each dimension. The results were shown by percentage. The results of this study indicated that some respondents i.e. 47 people (51,6%) had positive academic self-concept and about 44 people (48,4%) had negative academic self-concept. In academic dimension, 48 people (52,7%) had positive aspect, social dimension mostly 55 people (60,4%) had positive aspect, and self-regard most of 51 people (56%) had positive aspect. The positive academic self-concept and negative academic self-concept on bully victims in early adolescents were not much different.

STEAM Programming as a Pathway to Foster Positive Academic Self-Efficacy and Positive Self-Concept

Multicultural individuals are underrepresented in the fields of science, technology, engineering, and mathematics (STEM). Therefore, the current study is focused on exploring STEAMtrix, a STEM out-of-school time (OST) education program that incorporates the arts for kindergarten through 12th grade (K-12) students. The study explores whether STEAMtrix could lead to the formation of positive STEM-specific self-efficacy and self-concept. Specifically, the study examined whether STEAMtrix could improve multicultural students’ interest and awareness of careers within the STEM pipeline. Thirty-eight students from multicultural backgrounds at a medium-sized community center participated in STEAMtrix. Explicit measures of STEM self-efficacy and both explicit and implicit measures of self-concept were collected before and after programming. Results demonstrated that the STEAMtrix curriculum increased STEM self-efficacy in some domains and improved implicit self-concept. This study offers insight into how community organizations and school systems can promote early access, positive self-efficacy, and positive self-concept in relation to STEM educational experiences during OST.

Perceptions of Teachers' Expectations as Predictors of Pupils' Academic Self-Concept Among Non-Formal Primary School Pupils in Ruaraka, Division, Nairobi County, Kenya

The purpose of this study was to explore if perceptions of teachers’ expectations predicted pupils’ academic self-concept. There is evidence to suggest that primary school pupils’ performance in national public examinations in Kenya, especially those from poor backgrounds and learning in non-formal schools, is skewed towards the poorer mean scores. The poor performance has been mainly ascribed to school ecological factors and minimum research has been carried out on psychological influences which may account for pupils’ academic achievement. Pupils’ behavior and academic performance is greatly influenced by the expectations teachers form about them. When teachers express messages of differential expectations, this confirms the self-fulfilling prophecies. The outcome of self-fulfilling prophecy is an important affective variable in academic self-concept formation of pupils. The study adopted an ex post-facto research design. The study sample consisted of 367 pupils from 10 non-formal schools. Stratified, systematic and purposive procedures were used in the selection of schools and participants. Research instruments used to collect study data included pupils’ questionnaire and academic self-concept ladders. Perception of Teachers Expectation Scale was adapted to measure perception of teachers’ expectations and the 10-step ability ladder was modified to measure academic self-concept. The study findings provided evidence that pupils’ perceptions of teachers’ expectations significantly predicted their academic self-concept. A major recommendation of the study was that teachers, parents and other stakeholders in education should collaborate in creating favourable school and home environments for nurturing the development of positive academic self-concept among non-formal primary school pupils. The study further recommended that teachers should be conversant with the diversity of issues and sensitivity when handling pupils in order to ensure that they interact with them in ways that nurture optimism and motivation important factors in the development of positive academic self-concept.

Teaching in Dehumanizing Times

Earlier this year, teachers in Detroit Public Schools (DPS) district in Michigan engaged in rolling teacher sick-outs to protest their deplorable working conditions. On January 11, 2016, more than 60 schools were closed due to teachers not showing up for work. On January 20, a sick-out forced district to close 88 of its 97 schools due to more than 865 teachers being absent from classrooms (Lewis, 2016). For years, DPS teachers have voiced their concerns about poor pay, lack of supplies, overcrowding in classrooms, and unsafe building conditions. These are not new phenomena; Jonathan Kozol (2005) has been documenting such shame of nation, particularly with respect to traditionally marginalized populations (e.g., schools with majority students of color, schools with students in poverty) for decades. Former Detroit teachers' union president Steve Conn stated, the young people in this city deserve same quality education provided in predominantly white suburbs (Lewis, 2016). According to Fox News (http://www.foxnews.com/ us/2016/01/25/qa-look-at-detroit-public-schools-teacher-sick-outs.html), Conn reported that incoming teachers make approximately US$32,000 annually, a salary lower than teachers in neighboring communities. Furthermore, there have been no pay raises in DPS for past 4 years, and DPS teachers now pay approximately 25% of their health care costs, compared with no required contribution only 5 years ago. Equally concerning are instructional and learning environments for teachers and students. Many DPS teachers report working in rooms without heat in winter or air-conditioning in warmer weather, and recent city inspections have found schools with water-damaged ceilings, mold, standing water inside buildings, and rodent infestations. The sick-outs are a response to not only dehumanizing working conditions for teachers but also their resistance to state control of school district and governor's restructuring plan. We are calling attention to teacher sick-outs in Detroit and factors leading up to them in these pages, because they represent one of numerous examples throughout country of educators' resistance to continued de-professionalization of teachers and teaching and institutional and structural forms of dehumanization that teachers experience regularly. Furthermore, we believe teachers' professional self-concept is negatively impacted by inequitable working conditions in many high-need schools and communities that are not present in schools that are resource-rich. If teacher professional self-concept indeed plays a significant role in instructional quality and can contribute to student learning success (as illustrated by Paulick, GroBschedl, Harms, & Moller, 2016), what is being done--or should be done--at building level and within profession more generally to ensure that educators work in supportive educational spaces and have opportunities to enhance their pedagogy and practice in ways that empower and effectively prepare them to educate youth of various cultural backgrounds? Several of papers in this issue of Journal of Teacher Education (JTE) raise central questions related to (a) a kind of teacher professional development which fosters social justice-focused critical inquiry (see Brown, 2016), (b) mentoring teachers through instructional dialogue (see Kim, 2016), and (c) cultivating teachers' positive academic self-concept and professional knowledge (see Paulick et al., 2016). We believe that these papers, and others like them, challenge teacher educators and larger field to consider strategies for professionalizing teachers and teaching as profession faces a dual challenge. The challenge is that of meeting needs of more diverse learners and doing so in increasingly complicated contexts that are often farther removed from lived experiences of many, perhaps most, P-12 educators. We believe that for teachers to do their best work in classroom on behalf of all children, their physical and sociopolitical work environments must be humanizing spaces that advance professionalization rather than detract from it. …

Predictors of Imposter Phenomenon among Talented Ethnic Minority Undergraduate Students

Approximately 32% of Blacks and 26% of Hispanics between the ages of 18 and 24 were enrolled in colleges and universities in 2008 (U.S. Department of Education, 2010). Although enrollment rates among these demographics have steadily increased since 1980 (U.S. Department of Education, 2010), access to higher education for the vast majority of these individuals occurs at predominantly White institutions (PWIs). While the benefits of attending minority serving institutions (i.e., historically Black colleges and universities; HBCUs, Hispanic-serving institutions; HSIs) remain debated (Allen, 1992; Fleming, 1984), it is important to study the experiences of ethnic minority students in diverse settings.Although a large body of evidence focuses on the academic achievement among underrepresented racial/ethnic minorities (URM), many studies merely explore college dropout rates and academic failure more broadly (Bali & Alvarez, 2004; Brown-Jeffy, 2009; Fletcher & Tienda, 2010; Ishitani & Desjardins, 2002) without focusing specifically on the experience of high-achieving Black undergraduate students (Freeman, 1999; Fries-Britt, 1998). Fries-Britt and Griffin (2007) also noted that little is known about the academic, social, and pressures that talented Blacks face.Solorzano and colleagues (2000), for instance, posited that minority students at PWIs believe that they have to prove themselves by working harder. Moreover, Black males report less institutional support and academic integration at PWIs (Davis, 1994) and even high achievement in URMs is associated with extreme environmental distress (Smith, Hung, & Franklin, 2011). For example, Hispanics often experience the added pressure of immigration status in addition to the aforementioned environmental and social factors (Arana et al., 2011). Further knowledge about the psychological state of URMs is therefore needed to inform college retention efforts which benefit universities and college students. There is also a critical need for quantitative research to understand psychological mechanisms that may contribute to the racial/ethnic academic achievement gap (Bali & Alvarez, 2004; Brown-Jeffy, 2009; Fletcher & Tienda, 2010). Although there are cognitive, affective, and behavioral factors that may contribute to the academic hardship experienced by URMs, one potential cause of poor performance and adjustment is the imposter phenomenon (IP; Clance & Imes, 1978; Ewing et al., 1996).IMPOSTOR PHENOMENONIP refers to an internal feeling of intellectual phoniness that is often experienced by high achievers and also occurs among URM (Clance & Imes, 1978; Ewing et al., 1996). Individuals who suffer from the IP often believe that they have fooled others into overestimating their intelligence. Furthermore, these individuals are likely to attribute academic success to external factors (e.g., luck, physical attractiveness) and fear that they will be discovered as a fraud (Harvey & Katz, 1985). Intense feelings of the IP can interfere with the academic development of high-achieving URMs by causing them to* disengage from their academic endeavors (e.g., attending class, limiting campus activities),* avoid evaluative situations,* have a constant feelings of inadequacy, and* exhibit an unhealthy pressure to succeed (Ross et al., 2001).High-achieving URMs also report increased test anxiety, reduced confidence in their own intelligence, and negative psychological outcomes such as depression (Kumar & Jagacinski, 2006; McGregor, Gee, & Posey, 2008).To date, only one study has examined the relationship between the IP and academic achievement among URMs. Specifically, Ewing and colleagues (1996) found that the more Black graduate or professional students endorse an Afrocentric worldview (i.e., believing in the connectedness of all that exists in nature) and maintain a positive academic self-concept (e. …

The role of positive academic self-concept in promoting school success

Identity research argues for enhancing students' current and future positive academic self-concepts to strengthen educational success. However, multiple factors from youths' home and school ecologies, as well as structural disadvantage, influence this relationship. Using the data from the Beyond High School Study (N=9658), this analysis examines the role of academic self-concept in predicting school success over and above co-occurring contributors. The effects of positive academic self-concept on future educational aspirations, accessing educational guidance counseling, and student GPA were tested using stepped linear regression, controlling for student socio-demographics, school environment factors, and parental support. Results confirmed hypotheses for each academic indicator, with positive academic self-concept demonstrating the strongest coefficient. Implications for school-based intervention are discussed, linking to social psychological literature on future-oriented self-cognitions and strengthening motivational and regulatory function, particularly among youth facing systemic challenges.

Feedback Effects on Performance, Motivation and Mood: Are They Moderated by the Learner's Self-Concept?

This study tested the assumption that the effectiveness of feedback with regard to performance, motivation, and affect is moderated by the learners’ self-concept. A total of 72 sixth-graders completed a web-based interactive learning program. Half of the sample received feedback and the other half received no feedback. Differential feedback effects were detected. For students with a positive academic self-concept, feedback led to a decline in performance and in mood but an increase in effort. With regard to participants with a negative self-concept, feedback worked against the decrease in mood but did not increase performance and motivation. These findings support the claim that feedback effects should be assessed with regard to (1) multiple dimensions and (2) possible moderating variables.

Using Multilevel Confirmatory Factor Analysis To Study Student Well-Being In Thailand

Multilevel confirmatory factor analysis was used to assess the factor structure of the six-factor student well-being scale at between- and within-class levels. A total of 2,707 Matthayom 4-6 students (equivalent to grades 10-12) from 71 classrooms (785 male and 1,922 female) completed this 54-items student well-being scale. Results showed that a single latent factor structure was acceptable fitted at between and within class levels. The reliability estimates of the six factors (Positive attitudes and emotions towards school, Enjoyment in school, Positive academic self-concept, (Absence of) Social problems in school, (Absence of) School worries, and (Absence of) Physical complaints) were 0.73, 0.38, 0.22, 0.13, 0.14, and 0.02, respectively, at the student level, whereas these estimates were 0.39, 0.44, 0.48, 0.61, 0.65, and 0.82, respectively, at the classroom level.

A longitudinal study of students' academic self‐concept in a streamed setting: The Singapore context

Although several studies support the existence of a negative stream effect on lower-ability stream students' academic self-concept, there is not enough longitudinal research evidence to preclude the possibility that the stream effect may only be temporary. In addition, not much is known about the effect of streaming on changes in students' academic self-concept over time. The main aims of the study were to examine the effect of streaming on (a) the students' academic self-concept immediately after the streaming process, and at yearly intervals for 3 consecutive years, and (b) the changes in students' academic self-concept over a 3 year period. The sample comprised 495 Secondary 1 students (approximate age 13) from three government coeducational schools in Singapore. A longitudinal survey using a self-reported questionnaire. Results showed that the lower-ability stream students had a more negative academic self-concept than the higher-ability stream students immediately after streaming, but they had a more positive academic self-concept 3 years after being streamed. In addition, it was established that the students' academic self-concept declined from Secondary 1 to Secondary 3. Nonetheless, the decline was more pronounced for the higher-ability stream students than the lower-ability stream students. Streaming may have a short-term negative impact on lower-ability stream students' academic self-concept. However, in the long run, being in the lower-ability stream may not be detrimental to their academic self-concept.

Risks and Opportunities: Adolescents in Top-Level Sport ñ Growing Up with the Pressures of School and Training

Though the involvement of adolescents in top-level sport has been a common theme in the literature for many years, studies with an elaborate theoretical framework and empirically verified data are limited.The aim of the present study was (1) to consider the relationship between involvement in youth elite sport and some elements of adolescent development, and (2) to find out how the young competitors cope with the stress resulting from the demands of school and training. About 700 male and female top athletes from elite sport schools, aged between 12 and 17, were asked to complete Marsh’s self-description questionnaire (SDQ II). This group was compared to a control group from regular schools. Additionally 40 qualitative interviews were conducted focusing on the role of academic achievement. Results revealed significant group main effects. Top-level athletes reported significantly higher general self, peer and parent relations and academic achievement scores. Results of the qualitative interviews showed the important role of a positive feedback on academic achievement in developing a positive self-concept even for adolescents with outstanding sporting success.The findings suggest that involvement in elite sport may influence the development of young people’s self-perceptions in a positive way and that a positive academic self-concept may serve as a personal resource in the process of coping with stress.