Self-concept (SC), self-esteem (SE) and executive functioning (EF) are factors that can influence school-aged children's daily occupational performance particularly at school. The aim of this study was to investigate the association between children's self-reported SC and SE with their EF (based on parental report). Using a cross-sectional,…

Bullying in school has become a public health problem. Among the various bullying's risk factors, the vulnerabilities associated with socio-emotional skills stand out. The present study aims to explore the relationship between bullying, victimization, self-concept, and empathy; to test differences in victimization and bullying between boys and…

Dyslexia, which affects between 5% and 18% of Americans, is caused by difficulties with phonological processing. This study investigates the impact of an online intervention which remediates phonological processing deficits on functional reading skills such as accuracy, fluency, and comprehension. It also investigates changes to student…

The aim of this study is to determine the effect of "Bir Umut Ol Benim Için" (Be My Hope) project which was prepared for the children who were disadvantaged by being influenced from several risk factors as compared to their peers on the self-concepts and locus of controls of the children. The study group consisted of 33 children who were…

The Self-Evaluation Scale-Self-Report version was designed to assess self-concept in students aged 10 to 17 years. Coefficient a was 0.94, and test-retest was 0.87. A unidimensional construct emerged with strong convergent validity with scores on the Piers-Harris 2 (r = 0.77) and Self-Efficacy Self-Report Scale (r = 0.70).

The relationship between parents and children is important for realizing developmental tasks, intra-family, and peer relationships. Self-concept and self-esteem are closely related to a person's personality and identity. This study examined the relationship between 5th grade primary school students' secure attachment to their mothers and their…

Despite significant evidence indicating its effectiveness in meeting the needs of academically gifted students, academic acceleration is not a popular provision in New Zealand schools. The literature suggests that parents and educators fear that removing students from their same-aged peers will damage their social-emotional development, although…

The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the…

This study examines how family functioning, the parent-child relationship and personal factors are related to happiness in 1549 children aged 7 to 14 years old (53% females) in Italy. Children and pre-adolescents completed a set of questionnaires on self-rated happiness, self-concept and loneliness. At least one of their parents filled in…

Background: Although many studies found a positive association between physical activity (PA) and academic performance (AP), most did not consider important variables of school setting and students' self-concept. Aims: To analyze the association between moderate-to-vigorous PA (MVPA) and AP in adolescents, considering potential confounding…

This study examined the relationship between intelligence levels, self-perception, and the academic achievement of fourth-grade primary school students. The study was carried out with 36 students in a state school in Istanbul, Turkey. A survey was administered with a demographic form containing the students' Turkish and Mathematics course…

This article contributes to the study of the gender gap for women in STEM, by exploring the socio-emotional dimensions of gifted girls with positive attitudes toward math and science, as measured by the TOSRA and TOMRA. The variables of self-concept, self-efficacy, and gender stereotype identification were examined, using the Piers-Harris…

This study represents a paradigm shift in an attempt to examine early adolescent self-concept while in a student leadership role. Positive Youth Development intertwined with Personal Construct Theory and Social Learning Theory framed the study. Students from a rural Wisconsin high school participated in a two-day leadership retreat. The…

The transition from primary to secondary school represents one of the key junctions in the educational career of young people. Research has shown that much of the challenge in this transition stems from changing social structures and encountering different learning environments. However, the transition experiences of students with special…

In this quantitative, archival study, academic achievement and self-concept scores were compared for middle-school students with EBD based on whether the students had been placed into a self-contained learning environment (SCLE) or a mainstreamed least restrictive environment (MLRE). Academic achievement scores and self-concept scores for 2007…