The purpose of the current study was to determine if there were variations in the self-perceptions of honors and nonhonors collegiate students in areas of academic and nonacademic self-concept. This research was important as it provides emphasis on an understudied population and gathers a deeper understanding of intricacies related to self-concept…

The long-term effects on academic self-concept of grade retention are unclear. The objective is to examine the progression of academic self-concept in relation to school performance for retained students and non-retained students. The academic self-concept of 5712 students (1381 retained students) was evaluated at the fourth and eighth grade of…

The relationship between giftedness and psychological functioning has been studied extensively, but conflicting views persist. Whereas some studies have suggested that gifted children are at risk of developing emotional and behavioral disorders, others have proposed that they have superior socioemotional adjustment compared with average-ability…

This research sought to study the academic self-concept and the relationship between the academic self-concept and students' academic achievement among university Qatari students. Research of the academic self-concept is well documented in Western cultures, but the academic self-concept research is limited among Qatari students. A sample composed…

This study examined the joint effects of social comparisons (comparisons of one's own achievements with those of others), dimensional comparisons (comparisons of one's own achievements in different domains), and temporal comparisons (comparisons of one's own achievements across time) on students' ability assessments. For the first time a…

This study examined reciprocal contributions between academic self-perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial M[subscript age] = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects…

Academic Self-Efficacy for Self-Regulated Learning (ASE for SRL) represents individuals' belief in their abilities to regulate and organize their learning to achieve academic outcomes, and it is crucial for motivation and students' well-being. This study, conducted on a nationally representative sample of 26,564 10th grade Italian students (50.1%…

Students compare their achievement to different standards in order to evaluate their ability. We built on the theoretical frameworks of situated expectancy-value theory, dimensional comparison theory, and the big-fish-little-pond effect literature to examine the role of social and dimensional comparisons for ability self-concept and subjective…

Research on the big-fish-little-pond effect demonstrates that class-average achievement negatively affects students' academic self-concept via social comparison processes. The neighborhood-effects literature reports positive effects of advantageous socioeconomic neighborhood conditions on students' academic development via collective socialization…

Objective: The aim of this study was to capture the impact of COVID-19 on exercise behavior in U.S. college students. Exercise behaviors and perceived academic stress were examined from pre-COVID-19 (January-March 2020) and early-COVID-19 (April-July 2020) to continued-COVID-19 times (August-October 2020). Participants: One hundred and thirty-two…

The current experimental study among 451 Belgian adolescents examined how televised narratives that suggest that academic performance can change with hard work and effort (i.e. malleability narrative) compared to narratives that focus on inability to change academic performances (i.e. fixed narrative) differently affect academic self-perceptions,…

Drawing on a year of participant observation in an untracked, diversifying middle school, I examine how sixth graders positioned themselves and were positioned by others as "smart" or "not smart." I focus on peer interactions during cooperative small group instruction, identifying the material, relational, and ideational…

The academic self-concept (ASC) is a domain-specific construct, which plays an influential role in academic motivation and choices. Although some ASC models and instruments have been developed for mathematics and science, none have been specifically designed to measure the physics ASC. Therefore, this study focuses on designing and validating a…

Beliefs about academic functioning play an important role in the academic development of students. This study considers perceptions about underachievement, that is, the degree to which accomplishments are believed to be in line with potential. In particular, we examined why these perceptions might deviate from measured underachievement, determined…

Self-concept in mathematics (MSC) and interest in mathematics are important predictors of whether a student will choose to major in a science, technology, engineering, or mathematics (STEM) field at university. Research on the big-fish-little-pond effect (BFLPE) has shown that both predictors are affected by the achievement composition of students…