Self-concept Of Students Research Articles

The Implementation of Constructive Approach to Improve Students' Problem Solving Ability and Self Concept Ability

The ability to solve mathematical problems is very important because it is one of the abilities that belong to the ability to think at a high level, therefore it must be trained. One of the factors that can support this is self-concept in doing something and especially in learning mathematics, but this is inversely proportional to the field which stated that self-concept and mathematical problem-solving abilities were still relatively low, the panelists were interested in conducting a research entitled the application of a constructivist approach to improve mathematical problem-solving abilities and self-concept of junior high school students, this study used the experimental method using experimental design and schematized by researchers therefore the researcher chose Krida Utama Middle School Jl. Gedong Lima No. V, Kertamulya, Kec. Padalarang, of course, with class divisions, namely an experimental class and a control class of 30 students. To measure mathematical problem-solving abilities and self-concept towards mathematics, the researcher makes a design or learning that is by the approach and makes measurement tools clear and accurate to see the results of constructivism learning, in the final posttest results from the experimental class obtains a Ngain value of 0.5968 in the learning category the experimental class has a pretty good category, and from the results of distributing the Self Concept questionnaire to learning mathematics using the constructivism approach it gets a percentage score of 77.71%, this indicates that learning using the constructivism approach can have a good effect on students' mathematical problem-solving abilities and concepts students towards learning mathematics.

Academic Self-Concept Development for STEM College Students: An Analysis on Gender Difference

Using a nation-wide college student dataset, this study examines the gender disparities in academic self-concept for undergraduate students in Science, Technology, Engineering, and Mathematics (STEM) majors and investigates college experiences affecting academic self-concept in this population. Findings of the current study suggest that overall college satisfaction is the strongest positive predictor of academic self-concept for college students in STEM majors and that institutions and their members should strive to facilitate satisfactory and educationally meaningful college experiences for these students at the macro level. Also, faculty members and administrators in STEM majors should be aware of the importance of positive faculty support on students’ academic self-concept development and should continue trying to create an environment where students can experience more frequent and positive encounters with their faculty members. Lastly, our findings show that the effects of some college experiences on academic self-concept development for STEM students vary by student gender. The findings underscore the significance of the nature or type of college experiences and the corresponding gender inequity and suggest that STEM majors need to facilitate departmental environments where both male and female students can equivalently benefit from their college experiences not only for their academic development but also for other desired college outcomes.

Self-Esteem, Self-Concept and Academic Performance in Middle-School Students According to their Sport Context

Introduction: Academic performance is favored in students who practice sports with body contact and develops an increasing value in self-concept when a comparison is established with those who don’t are engaged in sports without body contact. Methods: This study aimed to analyze and relate variables of self-concept, self-esteem and other variables such as aerobic capacity (VO2 max), handgrip strength and academic achievement, within the modalities that they practiced, with and without body contact. 132 middle-school students between 10 and 11 years old (69 boys and 63 girls) who attended the 5th and 6th grades participated. Results: It was found a mean level of behavior, physical appearance, school competence, social acceptance and higher academic performance in the group without body contact. A T-test was applied on self-concept variables, self-esteem, aerobic capacity (VO2 max) and academic performance, and the Mann-Whitney test on physical appearance variables and handgrip strength, finding only differences in the behavior variable, with a value of α = 0.014. A linear regression analysis was also presented in order to identify the best predictors of academic performance Conclusions: The practice of sports with body contact promotes a significant increase in behavior levels, compared to students without body contact, however the practice of this type of sports doesn’t show higher levels of self-esteem and academic performance, once compared to other students practicing sports without body contact. The best predictors identified were global self-concept, school competence and aerobic capacity.

Psychosocial Adjustment of Students with Special Educational Needs in an Inclusive Institution of Higher Education

Advocators of inclusive education (IE) proclaim that all students, regardless of disabilities or special educational needs (SEN), have the right to study in the normal school setting. Supporters assert that students with SEN benefit in academic performance and psychosocial adjustment via participation in common learning activities within the ordinary education settings. However, outcome research reported mixed results. In the meantime, there has been an increase of students with SEN pursuing their study at tertiary level. Studies suggested that they encountered academic stress and great challenges in higher education. This study aimed to investigate the college well-being, social relationship, and academic self-concept of students with SEN in higher education. A questionnaire was designed for data collection from a self-financing institution via online survey. Results showed no significant differences in college well-being and social relationship between students with and without SEN, but students with SEN, particularly those without religious affiliation were of lower academic self-concept. Students with learning and developmental disabilities and those with mental illness and emotional problems were significantly lower than students with physical and sensory impairments in academic self-concept. Implications of the findings were discussed and limitations of the study were considered.

체육수업에 참여하는 고등학생의 신체적 자기개념 인식간 상호관계 분석

This study aims to identify the main predictors of the impacts of the application of the Physical Activity Promotion System program on the physical self-concepts of high school students in a school physical education classroom setting. The study population included 175 students from J. High School located in C. Independent samples t-test and one-way analysis of variance (ANOVA) were used to analyze the impacts of gender and physical fitness level on physical self-concept scores of high school students, and the correspondence analysis method was used to identify the relationships among the sub-factors of the students’ perceptions of the choices and decisions of their physical self-concepts.
 The results of the study are as follows.
 First, there were no significant differences in physical self-concept scores between gender and fitness level. Second, although the perceptions of physical self-concept change according to gender and physical fitness level were generally positive, there were some areas (cardio-respiratory endurance, flexibility, strength and muscular endurance, physical activity, overall body, appearance, and body fat) that would require customized guidance activities to improve physical fitness.

A META-ANALYTIC EXAMINATION OF THE EFFECT OF INDIVIDUAL AND SCHOOL-AVERAGE ACHIEVEMENT ON STUDENTS' SELF-CONCEPT IN SCIENCE

The purpose of the present study was to examine the effect of individual and school average achievement on students’ self-concept in science. The data of the last four Trends in International Mathematics and Science Study (TIMSS) cycles were used, and a two-stage individual data meta-analysis was conducted to examine the relationship between achievement and self-concept in science. In the first stage, multilevel structural equation modeling was performed for each dataset. Furthermore, the effect sizes were synthesized via meta-analysis with a three-level random-effect model. In addition, moderation analysis was conducted for the year, grade, and degree of stratification in countries. The results suggested a positive and significant effect of individual science achievement on the self-concept of students in science. On the other hand, the relation of the average school achievement was negative. The results were discussed by considering the big-fish-little-pond effect. Keywords: big fish little pond effect, TIMSS, self-concept, science education

Seeing myself through the eyes of my peers: Explaining the self-concept of students with and without special educational needs through acceptance and friendship.

Paving the way towards inclusive education, it is essential to aim for positive social outcomes for all students, including cultivating a positive self-concept and fostering acceptance and friendships with peers. Although self-concept, acceptance and friendships are interrelated, research focussing on the relationship between these constructs remains limited. This study examined the self-concept, acceptance and friendships of two groups of typically developing students in secondary education (n = 401) and two groups of students in special secondary education with either an intellectual disability (ID) (n = 58) or social, emotional and behavioural difficulties (SEBD) (n = 68). Lower self-concept scores were found for students with ID on some dimensions, whereas typically developing students reported lower acceptance and friendship scores. Multilevel analyses indicated that acceptance is a predictor for several different dimensions of self-concept in the different groups of students, but friendship is less likely to predict self-concept scores. The results of the study emphasize the importance of promoting peer acceptance amongst all students in inclusive school settings in order to realize the intended positive social outcomes of inclusive education.

Inclusive Special Needs Education and Happiness of Students with Physical Disabilities in Saudi Arabia: The Role of School Satisfaction and Self-Concept

This research aims to discover how inclusive education practices can determine the happiness and school satisfaction of students with physical disabilities through the development of self-concept. To achieve the objective of this study, quantitative research was used by administering a questionnaire to 403 students with special needs in secondary and high school in Saudi Arabia. The collected data were analyzed according to structural equation modeling. Our findings support the considerable agreement on the importance of inclusive special needs education for the happiness of physically disabled students. A total mediating effect of self-concept between ISNE and school satisfaction is also confirmed, which shows the great importance of the psychological dimension in special education. These results can orient and assist school managers in defining an appropriate educational environment for students with special needs. They can provide specific directives for raising the happiness and the quality of life of such students, making them more productive and socially active. Following this research, a new school framework can be drawn to protect, assist, and change the self-concept of students with physical special needs to shift the perspective of disability from an obstacle to overcome to an opportunity to exploit.

Assessment of multidimensional self-concept in the area of physical education: validation of a scale.

Self-concept is a person's perception of him/herself and how he/she performs in different situations. This aspect must be developed during the formative stages and Physical Education is a fundamental area due to its enormous methodological possibilities. Therefore, the aim of this study is to evaluate the factor structure and reliability of an instrument that allows to analyze the multidimensional self-concept of high school students in the context of Physical Education. The sample consisted of 1,155 secondary school students from public schools in the Autonomous Community of Extremadura, Spain. After the exploratory and confirmatory analyses, a structure composed of 30 items divided into 5 factors was. This design showed excellent goodness-of-fit indices as well as good internal reliability indicators (Cronbach's Alpha = 0.76 - 0.88). Therefore, this scale can be considered as a tool to assess the self-concept of high school students in a quick and easy way.

A Comparative Study on Adjustment and Self Concept of the adolescent students

Social adjustment is a major psychological facet influencing the personality of an individual. This study compares social adjustment among adolescent students with respect to gender and location. A sample of 100 adolescence students were selected through a random sampling method. To measure social adjustment, the social adjustment scale developed by Weismen and Paykal(1974) was used and the data was statistically analyzed. A significant difference was found in the level of social development between boys and girls, but not between kids from rural areas and those who live in cities.

Analisis Konsep Diri Pada Siswi SMKN 1 Sragen

This research aims to explore the self-concept of female students at SMKN 1 Sragen using a qualitative approach through interview methods. The research sample consisted of seven female students from the total population of female students at SMKN 1 Sragen. The analysis results indicate that the self-concept of female students at SMKN 1 Sragen is categorized as positive across physiological, psychological, psycho-social, and psycho-spiritual aspects, exhibiting diversity in self-concept and influencing factors, categorized into internal and external factors. The findings of this research offer profound insights into the development of adolescent self-concept, along with its potential implications for personal development and social interactions.

The nexus between the attitudes and self-concepts of gifted students in an Arab context.

The research literature has reported the need for educators to develop suitable programs geared toward the nurturance of gifted students. Although some non-Western countries have adopted policies to foster the growth of exceptional students, their contributions to research in gifted education are limited. To expand the literature on gifted education, this study was guided by Ajzen's theory of planned behavior to explore the attitudes and self-conceptions of gifted and talented students in the United Arab Emirates. The revised Self-Perception Profile for Children and Opinions About the Gifted and Their Education scales were used to collect data from 150 high school students in Abu Dhabi, one of seven states (emirates) in the United Arab Emirates. AMOS software version 29 was used to conduct confirmatory factor and path analyses. To evaluate the differences between the background variables on attitudes and self-concepts, t-tests were calculated using SPSS software version 28. The study found a relationship between the attitudes and self-concepts of students regarding their participation in enrichment programs. The hypothesized moderation effect of demographic variables on the relationship between attitudes and self-concepts was not supported. The study's limitations and implications for educators in the United Arab Emirates to prioritize programs geared toward developing the attitudes and self-concepts of gifted students are discussed in detail.

여학생의 음악줄넘기 프로그램 참여가 신체적 자기개념에 미치는 영향

Purpose: The purpose of this study was to find out how Music jumping rope affects physical self-concepts of female elementary school students, among the programs being conducted at the gymnasium where martial arts is practiced and the special gym for jumping rope.
 Method: For the study, a total of 545 female students in the third and sixth grades of elementary school who are exercising at the Jumping Specialized Gymnasium and the Amphibious Training Center, which are applying the jump rope program, were surveyed in Gyeonggi Province. The survey analysis in this study used SPSS/Window 20 and calculated exploratory factor analysis and Cronbach-α to find out the validity and reliability of the inspection tools to examine the participation of the Music jump rope program, physical self-concept.
 Results: They showed significant differences in sports ability, appearance, muscle strength, physical activity, and self-esteem, which are sub-concepts of physical self-concepts (p<.05, p<.000), and psychological well-being did not indicate any significant differences.
 Conclusion: Musical jumping rope exercise provides the maximum exercise effect and strengthens physical strength, influences physical growth and development, improves physical activity, and self-esteem. As effective exercise methods are combined with music, the positive side of the rope jumping exercise program is that you can exercise continuously without getting bored. This can be seen as an effect.
 Interdisciplinary Research Implications: In the future, it is believed that follow-up research will be needed on the construction of a convergent program and practical operation guidelines for rope jumping exercise.

방과후 학교 무용 참여자의 신체적 자기개념과 정서지능이 무용교육에 미치는 영향 연구

This study investigates the impact of after-school dance education on adolescents' physical self-concept, emotional intelligence, and dance education, exploring their structural relationships through empirical research. The results indicate that the physical self-concept of students participating in after-school dance significantly influences their dance education. Additionally, students' emotional intelligence has a statistically significant impact on dance education. Particularly noteworthy is the finding that students' self-expression significantly influences dance education, demonstrating a crucial mediating effect in this relationship. These results suggest that after-school dance education positively influences students' physical selfdevelopment and emotional intelligence. Emphasizing the pivotal role of self-expression, dance education goes beyond mere physical activity, contributing to students' personal growth and emotional expression. Educators and policymakers should focus on continuously developing dance education programs to maintain and enhance these positive impacts.

Weeb Student Self-Concept Due to Action Anime: Case Study in Syekh-Yusuf Islamic University, Tangerang

Anime is a Japanese cartoon film that is very popular among adults, teenagers, and children. As a result, many people change their self-concept to their life behavior to be the same as anime characters. This study aims to elaborate on the formation of the self-concept of a weeb or anime lover in everyday life. The research method used is a descriptive qualitative method with a case study approach. Data collection was carried out by interviews and observations on anime lovers at Syekh-Yusuf Islamic University's 7th-semester Communication Science study program. This research focuses on how individuals or weebs find their identity and concepts in themselves after watching anime films. This research applies Sven Windahl’s theory of uses and effect. The results showed that this self-experience encouraged subjects to learn Japanese and also gave freedom to imagine and interacting with their favorite anime characters.

Analysis of Gender, Self-Concept and Self-Confidence of Students in Learning Religious Education and Ethics at Istiqamah Bandung High School

This study aims to analyze gender, self-concept and self-confidence of students in learning religious and moral education at Istiqamah Bandung Senior High School. This study uses descriptive qualitative research analysis and uses Miles and Huberman's theory which states that the data analysis consists of data reduction, data display, and conclusion drawing. Where researchers at the data reduction stage made observations with related parties about understanding gender, self-concept and self-confidence in learning Religious Education and Character. The result of this study is that learning Religion and Moral Education at Bandung Istiqamah High School provides students with an understanding of gender as well as the character of self-concept and self-confidence. Istiqamah Bandung High School students understand gender very well, and have a good understanding of self-concept. This good understanding of self-concept has an impact on good student self-confidence as well.
 Keywords: Analysis, Gender, PAI.
 This study aims to analyze gender, self-concept and self-confidence of students in learning religious and moral education at Istiqamah Bandung Senior High School. This study uses descriptive qualitative research analysis and uses Miles and Huberman's theory which states that the data analysis consists of data reduction, data display, and conclusion drawing. Where researchers at the data reduction stage made observations with related parties about understanding gender, self-concept and self-confidence in learning Religious Education and Character. The result of this study is that learning Religion and Moral Education at Bandung Istiqamah High School provides students with an understanding of gender as well as the character of self-concept and self-confidence. Istiqamah Bandung High School students understand gender very well, and have a good understanding of self-concept. This good understanding of self-concept has an impact on good student self-confidence as well.

Memahami Konsep Emosi dan Konsep Diri Siswa dan Pengaruhnya terhadap Pembelajaran

Understanding the role of emotions and self-concept in learning is key to improving the learning process and personal development.The purpose of this study is to determine the concept of emotions and self-concept that affect learning.The method used is a literature study, with the method of collecting library data, reading, recording, and processing research materials.These aspects of self-concept can influence and interact with each other. Emotions and self-concept are not separate in learning. Strong or recurrent emotions can affect a student's self-concept. Conversely, a negative self-concept can affect a student's emotions. In their development, humans have learned social and emotional skills since infancy, where the learning can be obtained from the family environment.With the role of parents and teachers, students get the support they need in the development of healthy emotions and a strong self-concept in themselves.

Impact of a Low-Stakes Assessments Model with Retake in General Chemistry: Connecting to Student Attitudes and Self-Concept

Across a variety of fields, the use of low-stakes assessments has led to reductions in achievement gaps and improved student success. Here, we probe the use of a low-stakes assessment model with a retake option for failed quizzes in a two-semester general chemistry sequence. We find that the quiz-retake rate in general chemistry II was significantly higher for students who had completed a retake in a general chemistry I section, and the percentage of students who failed at least one quiz in general chemistry I but passed all quizzes in general chemistry II was significantly higher for students who had retaken at least one quiz in general chemistry I. However, across both semesters only 40% of students who failed a quiz and were offered a retake completed one. To examine this trend, we probed a connection to student attitudes and self-concept. As instruments, we used version 2 of the Attitudes towards Chemistry Subject Inventory (ASCIv2) and the Chemistry Subject Concept Inventory (CSCI), which were administered across all sections of our general chemistry I course in the fall 2021 semester, and the results subjected to confirmatory factor analysis. Two sections employed low-stakes assessments (quizzes), with one section offering a retake option, while the remaining two used a traditional assessment pattern of five exams. The instruments were applied again for the quiz-retake section of general chemistry II, affording a longitudinal comparison of students common to both sections. In a pairwise comparison, we find significant increases in factors corresponding to Intellectual Accessibility and Chemistry Self-Concept for students in the quiz-retake sections across semesters, with the former more pronounced for men and the latter for women. We take these results to provide additional data supporting the benefit of low-stakes assessments with a retake option, that may be particularly impactful for women in chemistry.

A thematic analysis of self-reported teacher perceptions and management of atypical student behaviours and their relation to the student self-concept

ABSTRACTTeacher responses to student behaviour directly influence numerous factors including student self-concept and later behaviour. Students with SEND tend to have a worse self-concept than their neurotypical peers, perhaps due to teacher expectations being lower and this informing the feedback given. However, the potential link between teacher response and student self-concept has not been definitively explored in research. Therefore, the following questions will be qualitatively explored; what are the recurring themes outlined by teachers when considering the management of atypical student behaviours in the classroom and how may the themes identified relate to the students’ self-concept? Twelve secondary school teachers in Northern England were selected through snowball sampling and interviewed once in a semi-structured format over a digital medium to determine their perceptions and management of atypical student behaviours. There were four themes found: individual adjustments, behavioural management strategies, classroom dynamics and classroom assistance. The findings are novel in that they suggest that the feedback given by UK teachers to students focus on the remediation of a perceived deficit and may therefore be construed as negative feedback, which could have negative implications for the students’ self-concept.

Comparison between self-concept, self-perception, physical exercise and lifestyle variations from 1st to 4th grade students of nursing in Tenerife, Spain.

The aim of this study was to describe and compare the self-concept, self-perception, physical exercise, and lifestyle of students from 1st to 4th year of the Nursing university studies. Descriptive observational cross-sectional study with analytical components. The study sample consisted of 1st and 4th year undergraduate Nursing students. Five questionnaires were used: a sociodemographic survey, the RSES, the GHQ-12, the PAQ-A and the HBSC. The sample consisted of 197 subjects. 44.2% had a low self-concept and a perception of self-value that improved as they progressed academically, while confidence decreased. The PAQ-A showed that 65.5% performed moderate physical activity and 15.7% were sedentary, 58.9% reported a fair lifestyle and 20.8% of the subjects reported an inadequate diet. In the GHQ-12, the perception of self-value subscale showed an improvement with respect to the academic year. The SOC-13 data showed fair coping with traumatic situations, which worsened in the 4th year, being 88.9% in males and 84.6% in females. The study identified low self-concept, an adequate self-perception, moderate physical activity with a tendency towards sedentary lifestyles, and a fair lifestyle. It is significant that adolescents do not perceive the poor figures they obtain in self-concept, physical exercise, diet, sleep, and violence as reflected in their health. It is known that the changes adopted in adolescence will be perpetuated in adulthood. Therefore, influencing this population group, and even more so, if they are potential future health professionals, is deemed necessary.