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Social and Emotional Variables as Predictors of Students' Perceived Cognitive Competence and Academic Performance
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Hachem, Maryam; Gorgun, Guher; Chu, Man-Wai; Bulut, Okan – Canadian Journal of School Psychology, 2022
Research extensively highlights the importance of social-emotional skills in learning and development. In this study, we evaluated whether social and emotional variables directly impact students' perceived cognitive competence and academic performance through a structural equation model. Survey responses (N = 29,384) were collected from 114 K-12…
Descriptors: Social Emotional Learning, Self Concept, Cognitive Ability, Academic Achievement
The Development of Self-Definition and Relatedness in Emerging Adulthood and Their Role in the Development of Depressive Symptoms
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Kopala-Sibley, Daniel C.; Zuroff, David C.; Hermanto, Nicola; Joyal-Desmarais, Keven – International Journal of Behavioral Development, 2016
According to Blatt (2004; Blatt & Luyten, 2009) and others (e.g., Beck, Epstein, Harrison, & Emery, 1983), establishing positive self-definition and mature relatedness to others represent core lifespan developmental tasks. In a sample of emerging adults, this study examined the effects of the quality of one close friendship and changes in…
Descriptors: Self Concept, Young Adults, Depression (Psychology), Symptoms (Individual Disorders)
Linking Academic Social Environments, Ego-Identity Formation, Ego Virtues, and Academic Success
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Good, Marie; Adams, Gerald R. – Adolescence (San Diego): an international quarterly devoted to the physiological, psychological, psychiatric, sociological, and educational aspects of the second decade of human life, 2008
This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that…
Descriptors: College Freshmen, Structural Equation Models, Self Concept, Academic Achievement
A Structural Model of Educational Aspirations.
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Garg, Rashmi; Kauppi, Carol; Lewko, John; Urajnik, Diana – Journal of Career Development, 2002
Structural equation modeling of data from 4,034 Canadian adolescents yielded a factor composed of academic achievement, extracurricular reading, attitudes toward school and homework, and parental educational expectations that predicted 76% of variance in educational aspirations. Positive family climate and parental involvement fostered a positive…
Descriptors: Academic Aspiration, Adolescents, Family Influence, Foreign Countries
Academic Motivation and School Performance: Toward a Structural Model.
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Fortier, Michelle S.; And Others – Contemporary Educational Psychology, 1995
A motivational model of school performance, based on the theoretical framework of Deci and Ryan (1985) and structural equation modeling, was prepared and tested with 263 Montreal (Canada) 9th graders. Perceived academic competence and perceived academic self-determination positively influenced autonomous academic motivation, which had a positive…
Descriptors: Academic Achievement, Competence, Foreign Countries, Grade 9
The Internal/External Frame of Reference Model of Academic Self-Concept in Early Adolescents.
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Tay, May Ping; And Others – 1994
This study examined the generalizability of the internal/external (I/E) frame of reference model of academic self-concept development. The "external" component of the model refers to comparing one's achievement with one's peers; in LISREL causal modeling, this external comparison is presented as positive paths. The "internal"…
Descriptors: Academic Achievement, Early Adolescents, Generalizability Theory, Grade 7