Self-concept Of Academic Ability Research Articles

Self-Concept and Performance in Shorthand: A Case Study of Secretarial Students

This study sought to ascertain the effects of students’ self-concept of academic ability on their academic performance in shorthand. The respondents were mainly secretarial students. After giving a background to the study, research questions and corresponding research objectives were developed. Relevant literature was reviewed and a research methodology developed. The systematic random sampling was used and the research instrument was questionnaire. Analysis was carried out using the Statistical Package for Social Sciences (SPSS).The study discovered that, shorthand students have basic qualification for the study of the course and are self-motivated. The study concluded that, shorthand is an interesting course that motivates young people with requisite qualification. The study also elucidated that shorthand as a course be taught at pre-tertiary level and level 100 at the polytechnics. DOI : 10.7176/NMMC/87-03 Publication date: January 31 st 2020

Self-Concept and Performance in Shorthand: A Case Study of Secretarial Students

This study sought to ascertain the effects of students’ self-concept of academic ability on their academic performance in shorthand. The respondents were mainly secretarial students. After giving a background to the study, research questions and corresponding research objectives were developed. Relevant literature was reviewed and a research methodology developed. The systematic random sampling was used and the research instrument was questionnaire. Analysis was carried out using the Statistical Package for Social Sciences (SPSS).The study discovered that, shorthand students have basic qualification for the study of the course and are self-motivated. The study concluded that, shorthand is an interesting course that motivates young people with requisite qualification. The study also elucidated that shorthand as a course be taught at pre-tertiary level and level 100 at the polytechnics. DOI : 10.7176/NMMC/87-03 Publication date: January 31 st 2020

Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education

Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N=446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications.

First-Year Students' Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students' Out-of-School Experience.

The present study tested how academic self-concept of ability (ASC) and intrinsic task value (ITV) transpose onto novel university programs that depart from traditional subject areas within the framework of expectancy-value theory. The study focused on two potential sources of information used to anticipate one’s ASC and ITV regarding new learning content (here: business administration). First, students’ experiences from secondary school, especially their ASCs and ITVs established in a school subject they consider similar to business administration—mathematics—should predict their business administration-specific ASC and ITV. Second, students may have gained relevant experience in out-of-school settings such as internships with business companies or commercial vocational training prior to entering higher education. ASC and ITV developed from out-of-school experiences was hypothesized to predict students’ business administration-specific ASC and ITV as well. However, the likely mismatch between anticipated and actual experience with new contents should lead to revisions of ASC and ITV after entering university reflected in a presumably lower stability compared to secondary school settings. In addition, the extent of students’ out-of-school experience might act as a moderator. Data were collected from 341 first-year students in higher education in Germany before they began their study program and again 3–4 months later. Confirmatory factor analyses support the discriminant validity of the measures used in the study. Results from structural equation modeling show that students’ ASC/ITV derived from relevant out-of-school experience make an important contribution to their initial business administration-specific ASC and ITV beyond their mathematics-specific ASC/ITV. Furthermore, both business administration-specific ASC and ITV showed significantly lower stability coefficients over the initial study phase than research from secondary school indicating revisions to them via experience. Multiple-group structural equation modeling showed no moderating effect of the extent of students’ out-of-school experience. The discussion focuses on interpretations of the expectancy-value theory that explicitly include motivational beliefs derived from out-of-school settings as antecedents of expectancy and value. With respect to practical implications, results are discussed in the light of student counseling and support to help students develop an adequate picture of a study program’s learning contents and overcome initial motivational setbacks.

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.

Self-concept of academic ability as a function of sex, age, and academic achievement among African adolescents.

This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

Self-Concept of Academic Ability: Relations with Gender and Academic Achievement

For a sample of 440 tenth-grade students, measures were collected to assess the self-concept of academic ability and academic achievement. Self-concept of academic ability was measured by Brookover's Self-concept of Academic Ability (General) Scale and academic achievement by the California Achievement Test. Gills had a higher mean score on self-concept of academic ability and on academic achievement than did boys. A significant positive relationship was found between self-concept of academic ability and academic achievement between boys and girls but the magnitude of the relationship between the two variables was stronger among girls than among boys.

Unseen Expectations of Blind Youth: Educational and Occupational Ideas

This article addresses two questions: Is blindness a disadvantage to educational or occupational expectations? and, Do expectations vary according to the degree of vision? A comparison of two independent samples of legally blind and sighted high school students in Ontario, Canada, indicated that legally blind students generally had lower occupational, but not educational, expectations than did their sighted counterparts. Regression analyses, using only the sample of blind students, revealed an unanticipated negative relationship between expectations and the students’ degree of vision. The students’ self-concept of academic ability, socioeconomic status, friends’ educational plans, and degree of vision accounted for 38 percent ( p< .001) of the variance in the level of educational expectations, while their self-concept of academic ability, socioeconomic status, and degree of vision accounted for 33 percent (p< .001) of the variance in the level of occupational expectations.

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for “Causes” of Self-Concept

The research on relationships between general self-concept and school achievement and between self-concept of academic ability and school achievement was reviewed. Findings are now sufficient to indicate that school achievement is “causally predominant” over self-concept of academic ability. Demographic research in regard to differences relating to sex, socio-economic status, ethnicity, race, birth order, and age was also examined. Few demographically based conclusions were found to be warranted. The primary contributing factors to self-concept of academic ability are hypothesized to be the child's actual achievement or ability; the social feedback from significant others about that achievement, dissonances between that feedback and the actual ability, and the child's comparison group.

Effects of the Use of Four Types of Teaching Models on Student Self-Concept of Academic Ability and Attitude Toward the Teacher

This study developed and used a multidimensional observation instrument to compare various “families” of teaching models: behavior modification models, information processing models, social interaction models, and person models. Classes of students whose teachers utilized various families of teaching models in differing proportions differed on Specific Self-Concept of Academic Ability but not on Attitude Toward the Teacher. Teachers who used positive reinforcers abundantly and/or information processing models were associated with higher student Specific Self-Concept of Academic Ability scores.

Predicting the Academic Achievement of the Acoustically-Impaired Using Intelligence and Self-Concept of Academic Ability

Predicting the Academic Achievement of the Acoustically-Impaired Using Intelligence and Self-Concept of Academic Ability