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The Relationship between Academic Self-Concept and Achievement: A Multicohort-Multioccasion Study
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Chen, Ssu-Kuang; Yeh, Yu-Chen; Hwang, Fang-Ming; Lin, Sunny S. J. – Learning and Individual Differences, 2013
Marsh and Koller (2004) combined the reciprocal-effects model and the internal/external frame-of-reference model into a unified model of relationships between academic self-concept and achievement. However, this model has only been examined with German adolescents. We decided to test this model with two-wave data drawn from a national survey of…
Descriptors: Adolescents, Self Concept, Academic Achievement, Correlation
Academic Buoyancy in Secondary School: Exploring Patterns of Convergence in English, Mathematics, Science, and Physical Education
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Malmberg, Lars-Erik; Hall, James; Martin, Andrew J. – Learning and Individual Differences, 2013
Past research into the ability of students to "bounce back" from everyday academic setback (academic buoyancy) has lacked sensitivity to the contexts in which children demonstrate this behavior. Here we aimed to contextualize past findings by reporting the results of an exploratory investigation that featured: (1) repeated measurement of…
Descriptors: Intervention, Academic Achievement, Physical Education, Secondary School Students
Competence Beliefs and Perceived Ability Evaluations: How Do They Contribute to Intrinsic Motivation and Achievement?
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Freiberger, Verena; Steinmayr, Ricarda; Spinath, Birgit – Learning and Individual Differences, 2012
To study the role of students' competence beliefs and their perceived teachers' ability evaluations for intrinsic motivation and achievement in math, 459 second graders from 27 German classrooms were examined. Students provided self-reports on their intrinsic motivation, competence beliefs and perceived teachers' ability evaluations in math.…
Descriptors: Mathematics Achievement, Student Motivation, Academic Achievement, Self Concept
Do Personality and Learning Climate Predict Competence for Learning? An Investigation in a Greek Academic Setting
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Ntalianis, Filotheos – Learning and Individual Differences, 2010
The effects of personal characteristics (e.g. personality, aptitude, gender) on student performance, such as Grade Point Average (GPA) and course grades, have been systematically researched, with the emphasis being mainly on outcomes rather than the processes leading to them. The purpose of this paper is to shift the focus to students' perceived…
Descriptors: Grade Point Average, Learning Motivation, Personality Traits, Educational Environment
Unforgiving Confucian Culture: A Breeding Ground for High Academic Achievement, Test Anxiety and Self-Doubt?
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Stankov, Lazar – Learning and Individual Differences, 2010
This paper reviews findings from several studies that contribute to our understanding of cross-cultural differences in academic achievement, anxiety and self-doubt. The focus is on comparisons between Confucian Asian and European regions. Recent studies indicate that high academic achievement of students from Confucian Asian countries is…
Descriptors: Asians, High Achievement, Academic Achievement, Primary Sources
The Benefit of Being a Big Fish in a Big Pond: Contrast and Assimilation Effects on Academic Self-Concept
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Preckel, Franzis; Brull, Matthias – Learning and Individual Differences, 2010
This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at…
Descriptors: Grades (Scholastic), Intelligence, Academically Gifted, Standardized Tests