Academic self-concept and academic achievement: relations and causal ordering

Student and Teacher Characteristics on Student Math Achievement

Using data from the Programme for International Student Assessment (PISA), this study implements two statistical analyses to investigate the effects of student and teacher characteristics on students’ mathematical achievement. First, the authors conduct an exploratory factor analysis to explore the factor structure for the various student and teacher variables of interest in this study. Second, they perform hierarchical linear modeling to analyze students’ and teachers’ multilevel structure in a school. The results suggest that student characteristics such as mathematics interest, instrument motivation, mathematics self-efficacy, mathematics anxiety, mathematics self-concept, and out-of-school study time predicted 39.9% of mathematical achievement variance. The results also suggest that mathematics self-efficacy had the largest effect on mathematical achievement. Teacher characteristics such as teacher-directed instruction, cognitive activation, teacher support, classroom management, and student–teacher relations predicted 34.9% of mathematical achievement variance. This study’s results have implications for educators in fostering a positive learning environment to increase students’ mathematics interest and self-efficacy, and focus on specific teacher characteristics to increase students’ mathematical achievement.

Der wechselseitige Einfluss von Selbstkonzept und Leistung bei Grundschulkindern im Lichte verschiedener längsschnittlicher Analysemethoden

Zusammenfassung. Der Zusammenhang zwischen dem akademischen Selbstkonzept und der Leistung wird als reziprok angesehen. Während eine große Anzahl von Studienergebnissen im Sinne einer bidirektionalen Beziehung interpretiert wurden, basieren bisherige Analysen zumeist auf Variationen des klassischen Cross-Lagged-Panel-Modells und beziehen oft nur einen Leistungsindikator in die Modelle mit ein. Ergebnisse basierend auf neueren Modellen, wie beispielsweise dem Random-Intercept Cross-Lagged Panel Model liegen bisher kaum vor. Das Ziel der vorliegenden Studie bestand darin, die längsschnittliche Beziehung zwischen Selbstkonzept und Leistung mit unterschiedlichen Modellen zu analysieren, um herauszufinden, ob die Modelle zu vergleichbaren Ergebnissen hinsichtlich der wechselseitigen Effekte kommen. Basierend auf einer Stichprobe von 1952 Grundschulkindern von Klasse eins bis drei, ergaben sich deutliche Unterschiede. Während Effekte von der Leistung auf das Selbstkonzept in allen Modellen nachgewiesen werden konnten, ist die Evidenz für umgekehrte Effekte eher schwach. Die Ergebnisse werden vor dem Hintergrund theoretischer Annahmen und der Angemessenheit methodischer Verfahren zur Analyse von längschnittlichen Daten diskutiert.

Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students' self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student's emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.

Boarding and Day School Students: A Large-Scale Multilevel Investigation of Academic Outcomes Among Students and Classrooms

Boarding school is a major educational option for many students (e.g., students living in remote areas, or whose parents are working interstate or overseas, etc.). This study explored the motivation, engagement, and achievement of boarding and day students who are educated in the same classrooms and receive the same syllabus and instruction from the same teachers (thus a powerful research design to enable unique comparisons). Among 2,803 students (boarding n = 481; day n = 2,322) from 6 Australian high schools and controlling for background attributes and personality, we found predominant parity between boarding and day students in their motivation, engagement, and achievement. We also found that classroom-average motivation, engagement, and achievement was not significantly affected by the number of boarders (relative to day students) in the classroom. In addition, the effects of boarding were generally not moderated by students’ background or personality attributes. We conclude that boarders have academic opportunities and outcomes that are comparable to their day student counterparts. Implications for students, teachers, and parents are discussed.

Students' Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors

Objective

We aimed to explore profiles of subgroups of United States students based on their motivational and affective characteristics and investigate the differences in math-related behaviors, persistence, and math achievement across profiles.

Method

We used 1,464 United States students (male 743 51%, female 721 49%, age 15.82 ± 0.28) from PISA 2012 United States data in our study. First, we employed latent profile analysis and secondary clustering to identify subgroups of students based on motivational (math self-concept, interest in math, perceived control, and instrumental motivation) and affective factors (math anxiety). Next, we used regression to compare differences in math behavior, persistence, and achievement among all identified subgroups.

Results

We found five distinct groups of students with different patterns of motivation and affection. The subgroup of students with the lowest math anxiety and the highest motivation levels showed the highest math achievement and levels of persistence. The groups with high math interest, math self-concept, and instrumental motivation showed the most frequent math-related behaviors.

Conclusions

Our findings reveal the complexity of the students’ motivational and affective profiles. Our findings are significant for teachers and educators to understand the diversity of students and provide theoretical and practical support for individualized and differentiated instruction.

Racial/ethnic and Gender Inequalities in Third Grade Children's Self-perceived STEM Competencies

Studies have sought to understand the underrepresentation of women and racial/ethnic minority groups in STEM, but less attention has been paid to primary school students. Using data from a nationally-representative sample, this study identified factors influencing US third-grade children's self-perceived competencies in math and science, while controlling for their actual abilities. Results indicate that girls had degraded self-perceptions of their math competencies compared to boys, but similar self-rated science competencies. Black students exhibited buoyed self-perceived math competencies, while Hispanic and indigenous students underestimated their science competencies. Students who reported being satisfied with parental attention, friends, and neighborhood had higher self-perceived competencies in both math and science.

Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading

Self-concept and self-esteem are strongly tied to both academic achievement and risk factors for lower academic achievement. The German National Educational Panel Study (NEPS) provides large-scale representative longitudinal data for mathematics, reasoning as well as risk factors, self-concept and self-esteem. Based on measurements in grades five to nine, this paper produces theory-based partially mediated latent growth models with multiple indicators and mediators. This includes the predictors of special education needs (SEN) status, socioeconomic status (SES), reasoning ability, gender, and school track, with both global self-esteem and subject-specific self-concept as mediators. Significant mediatory relationships are found for SEN, gender, reasoning ability, and school track on grade 5 math and reading competence, but neither direct nor mediated effects on rate of change were found. Implications for researchers and educators are discussed.

Parents' Creative Self-Concept and Creative Activity as Predictors of Family Lifestyle

Family rules, routines, and resources shape children’s creativity. However, little is known about how parents’ creative self-concepts and creative activity are related to the lifestyle adults create in their families. Family lifestyle might be operationalized as referring to domain-general dimensions of family social functioning (cohesion, flexibility, communication, and family satisfaction) and domain-specific factors related to creativity, namely, family climate for creativity (encouragement to experience novelty and varieties, encouragement to nonconformism, support of perseverance in creative efforts, encouragement to fantasize). To explore the link between parents’ creativity-related characteristics and family lifestyle, 303 Polish parents (57% mothers) of children aged between 6 and 10 (M = 7.99; SD = 1.38) reported on their creative self-concept (creative self-efficacy and creative personal identity), creative activity, overall family lifestyle, and climate for creativity in their families. We found that parents’ creative self-concept and their creative activity predict support for creativity in the family and more general balanced and satisfying family relationships. We discuss these findings, point new paths for future research, and suggest possible interventions to strengthen families as creativity-fostering environments.

My Brain Needs a Break: Kindergarteners' Willpower Theories Are Related to Behavioral Self-Regulation

Is the way that kindergarteners view their willpower – as a limited or as a non-limited resource – related to their motivation and behavioral self-regulation? This study is the first to examine the structure of beliefs about willpower in relation to behavioral self-regulation by interviewing 147 kindergarteners (52% girls) aged 5 to 7 years (M = 6.47, SD = 0.39). A new instrument was developed to assess implicit theories about willpower for this specific age group. Results indicated that kindergarteners who think of their willpower as a non-limited resource showed better behavioral self-regulation than children who adopted a more limited theory, even when controlling for age and gender. This relation was especially pronounced in low achieving children. Mediation and moderation analyses showed that this relation was partly mediated through the children’s willingness to invest effort to reach a learning goal. Findings suggest that fostering metacognitive beliefs in children, such as the belief that willpower is a non-limited resource, may increase behavioral self-regulation for successful adjustment to the demands of kindergarten and school.

The Influence of Refugee Students’ Personal Characteristics on Study Success in Online Education

There is little research on the study success factors of refugee students in higher education. One approach to meeting the growing global demands is to provide online education specifically for refugees. This study examines specific personal characteristics of refugee students and their influence on success and retention in online education. Individual factors such as intrinsic motivation and language proficiency, cognitive functioning, and sociodemographic factors such as gender and country of residence influence retention of refugee students during online studies. The results indicate that sociodemographic factors (e.g., gender), cognitive factors (e.g., English proficiency), and external factors (e.g., country of residence) have a significant influence on study retention on refugee students.

Ability self-concept and self-efficacy in higher education: An empirical differentiation based on their factorial structure

Ability self-concept (SC) and self-efficacy (SE) are central competence-related self-perceptions that affect students' success in educational settings. Both constructs show conceptual differences but their empirical differentiation in higher education has not been sufficiently demonstrated. In the present study, we investigated the empirical differentiation of SC and SE in higher education with N = 1,243 German psychology students (81% female; age M = 23.62 years), taking into account central methodological requirements that, in part, have been neglected in prior studies. SC and SE were assessed at the same level of specificity, only cognitive SC items were used, and multiple academic domains were considered. We modeled the structure of SC and SE taking into account a multidimensional and/or hierarchical structure and investigated the empirical differentiation of both constructs on different levels of generality (i.e., domain-specific and domain-general). Results supported the empirical differentiation of SC and SE with medium-sized positive latent correlations (range r = .57 - .68) between SC and SE on different levels of generality. The knowledge about the internal structure of students' SC and SE and the differentiation of both constructs can help us to develop construct-specific and domain-specific intervention strategies. Future empirical comparisons of the predictive power of SC and SE can provide further evidence that both represent empirical different constructs.

Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem.

Self-Concept in China: Validation of the Chinese Version of the Five-Factor Self-Concept (AF5) Questionnaire

The principle of invariance is a mandatory methodological requirement for the psychological measures, even when items such as self-concept measures frequently present asymmetric heavy-tailed distributions. Few validated self-concept instruments can be applied in Eastern–Western cross-cultural studies. The Five-Factor Self-Concept Questionnaire (AF5) is one of the few psychometrically sound instruments used to assess multidimensional self-concept in Spanish-speaking samples. The availability of the AF5 in Spanish and Chinese would facilitate cross-cultural research. To validate the Chinese version of the AF5, we used multisample confirmatory factor analysis with transformed dichotomous scales from the median to compare four alternative theoretical models. The sample consisted of 2507 participants (52.3% women) from China (n = 1298) and Spain (n = 1209), ranging in age from 19 to 35. Analyses confirmed the five-factor structure of the Chinese AF5 (i.e., academic, social, emotional, family, and physical) compared to the Spanish sample. Moreover, the Chinese version of the AF5 was found to be invariant in terms of item-factor weights, factor variance, and between-factor covariance, compared to the original Spanish version. The findings from this first validation study indicate that the Chinese version of the AF5 is an acceptable measure for use with Chinese-speaking adolescents and young adults.

Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions?

BACKGROUND

Students' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations.

AIMS

Referring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' achievement emotions at the middle of the school year.

SAMPLE

Data of 807 ninth and tenth graders (53.4% girls) and their mathematics teachers (58.1% male) were analysed.

METHOD

Students and teachers completed questionnaires at the beginning of the school year and at the middle of the school year. Multi-level modelling and cross-level interaction analyses were used to examine the longitudinal relations between self-concept, teacher-perceived teaching quality, and achievement emotions as well as potential interaction effects.

RESULTS

Mathematics self-concept significantly and positively related to enjoyment in mathematics and negatively related to anxiety. Teacher-reported structuredness decreased students' anxiety. Mathematics self-concept only had a significant and positive effect on students' enjoyment at high levels of teacher-reported cognitive activation and at high levels of structuredness.

CONCLUSIONS

High teaching quality can be seen as a resource that strengthens the positive relations between academic self-concept and positive achievement emotions.

Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association

Cognitive ability and educational success predict positive outcomes across the lifespan, from higher earnings to better health and longevity. The shared positive outcomes associated with cognitive ability and education are emblematic of the strong interconnections between them. Part of the observed associations between cognitive ability and education, as well as their links with wealth, morbidity and mortality, are rooted in genetic variation. The current review evaluates the contribution of decades of behavioural genetic research to our knowledge and understanding of the biological and environmental basis of the association between cognitive ability and education. The evidence reviewed points to a strong genetic basis in their association, observed from middle childhood to old age, which is amplified by environmental experiences. In addition, the strong stability and heritability of educational success are not driven entirely by cognitive ability. This highlights the contribution of other educationally relevant noncognitive characteristics. Considering both cognitive and noncognitive skills as well as their biological and environmental underpinnings will be fundamental in moving towards a comprehensive, evidence-based model of education.

Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research

Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measurable psychological constructs and their meaning at different levels of talent development. Furthermore, the TAD framework can be used for constructing domain-specific talent-development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.

Academic Self-Perceptions and Academic Achievement in Chinese Children: A Multiwave Longitudinal Study

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_age  = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects of academic achievement on self-perceptions tended to be more evident in lower grades and the effects of academic self-perceptions on achievement tended to be more evident in higher grades. Latent growth curve analyses showed that the initial level of academic self-perceptions and achievement moderated the growth of each other. The results indicate the contributions between academic self-perceptions and achievement that occur in a progressive cascading manner in Chinese children.

How Personal and Social Selves Influence the Development of Children and Adolescents at School

Abstract. How do different aspects of students' self-relate to their development at school? In educational psychology, this question has been examined essentially only in terms of the influence of the ability self-concept, a central part of the personal self. Starting with a literature review on why and how the ability self-concept impacts motivation and student outcomes, we argue that social selves – learners' knowledge about their group memberships and associated evaluations – have an impact, too. Students are more intrinsically motivated and more successful if they experience fit between learning environment and important self-aspects. Accordingly, we suggest a model according to which students try to increase fit by exerting primary control, i. e., by proactively changing the environment, with the self as agent. To that end (i) they mentally project the self as different from the actual self, with the mental self-projection serving as a self-evaluative standard and motiving behaviors aiming at its attainment, (ii) they choose behavioral options that allow for the enactment of important self-aspects, (iii) they choose interaction partners who share important self-aspects or are supportive of their behavioral enactment, and (iv) they switch between or prioritize different values, to best match affordances and constraints of the learning environment. If a student repeatedly fails to achieve fit through primary control, secondary control strategies are deployed, i. e., internal processes aimed at minimizing losses and saving resources for the pursuit of more attainable goals. To that end, students either disidentify with the learning environment or redefine their selves in a reactive manner, with, in many cases, detrimental effects on their academic outcomes. We hope to inspire educational psychologists to more systematically investigate the different self-aspects' impact on social and academic development of learners at school.

Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group

A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the self-concept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of self-concept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.

The Development of Multiple Self-Concept Dimensions During Adolescence

The purpose of this research was to analyze the development of self-concept during adolescence. Participants included 484 teenagers (226 boys and 258 girls) from middle-class families in the Basque Country region of Spain (M_age  = 14.99, SD = 1.81 in Time 1 and M_age  = 15.64, SD = 1.80 in Time 2). Longitudinal analysis found differences in the general school dimension. Six dimensions (math, verbal, general school, physical abilities, parent relationships and same-sex relationships) reported a linear trend with a decreasing monotonic pattern; self-esteem fit a cubic trend and physical appearance a quadratic trend line. Males showed higher means in self-esteem, math, physical abilities, physical appearance, emotional stability and parent relationships; and females had higher values in verbal and general school.

Adolescents' Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender

This study analyzes the direct relationships between classroom and family context and adolescent students' life satisfaction (LS) and the indirect relationships between these same variables through adolescents' academic, family, and social self-concept from a gender perspective. In the theoretical model, we assume that the quality of the parent-child relationship affects adolescents' LS both directly and indirectly through their self-concept. We assume that the quality of the classroom climate also affects adolescents' LS through their self-concept. The sample consisted of 2373 adolescents (49.8% girls) aged 12 to 18 years (mean (M) = 14.69, standard deviation (SD) = 1.82). A structural equation model was tested to analyse the relationship between the variables. Subsequently, multigroup analysis was performed to determine the structural invariance of the model as a function of gender. The chi square and T-student test was 71.66. Results revealed a direct positive relationship between family environment and LS. Family and classroom environment were indirectly related to LS through their relationship with academic, family, and social self-concept. The result of multigroup analysis supports the structural invariance of the model in both sexes; therefore, the expected relationships are the same for boys and girls, making the model more generalizable and applicable. The practical and theoretical implications are discussed.

Loneliness and Adolescents' Neural Processing of Self, Friends, and Teachers: Consequences for the School Self-Concept

The present interdisciplinary study explored whether perceived loneliness is associated with ventromedial prefrontal cortex (vMPFC) activation during self- and social judgments (friends and teachers) in adolescents. Moreover, we examined how vMPFC activity is related to the academic self-concept (ASC). Results of manifest path analysis indicated that high perceived loneliness was related to lower neural response to self-judgments. In turn, high neural response to self-judgments was positively associated with the ASC, whereas there was a trendwise negative association between high neural response to teacher-related judgments and ASC. This study reveals associations between perceived loneliness and neural processing of the self, underlining the idea that feeling isolated from others may hinder self-insight and, by extension, the formation of a stable academic self-concept.

Promoting student engagement and academic achievement in first-year anatomy and physiology courses

Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk), compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students' academic self-regulation and the use of remedial chemistry classes when learning physiology.

Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time

What is the relationship between academic buoyancy and academic adversity? For example, does the experience of academic adversity help build students’ academic buoyancy in school—or, does academic buoyancy lead to decreases in subsequent academic adversity? This longitudinal study of 481 high school students (Years 7–12) investigated the relations between academic buoyancy and academic adversity. Harnessing a cross-lagged panel design spanning two consecutive academic years, we employed structural equation modeling to investigate the extent to which prior academic buoyancy predicted subsequent academic adversity and the extent to which prior academic adversity predicted subsequent academic buoyancy—beyond the effects of sociodemographics, prior achievement, and auto-regression. We found that prior academic buoyancy significantly predicted lower subsequent academic adversity, but prior academic adversity did not significantly predict higher subsequent academic buoyancy. Interestingly, however, there was a marginal interaction effect such that students who experienced academic adversity but who were also high in academic buoyancy were less likely to experience academic adversity one year later. We conclude that it is important to instill in students the capacity to effectively deal with academic adversity—that is, academic buoyancy. We also conclude that some experience of academic adversity can have positive effects but predominantly when accompanied by high levels of academic buoyancy. Implications for theory and practice are discussed.

Residential Mobility Among Elementary School Students in Los Angeles County and Early School Experiences: Opportunities for Early Intervention to Prevent Absenteeism and Academic Failure

School connectedness is closely linked to academic success: students who are engaged at school have better attendance and academic performance, and are less likely to drop out. Residential mobility – having moved homes – can increase the risk of a negative academic trajectory (e.g., absenteeism and academic failure). Increasing housing instability in the United States due to rising housing costs, especially in urban areas, has made residential mobility a growing concern. While existing research has examined residential mobility among students and its connection to long-term consequences such as absenteeism and academic failure, less is known about how residential mobility relates to potential intermediate school experiences (e.g., school disconnectedness, low perceived academic ability, and experiences with school violence and harassment) that contribute to a negative academic trajectory. This study examines associations between residential mobility in elementary school and school experiences in a large urban jurisdiction. Data were collected from a sample of public elementary school students in Los Angeles County (5th grade, n = 5,620) via the California Healthy Kids Survey (2013–2014). Descriptive, Chi-square, multiple logistic regression analyses, and predicted probabilities were performed to examine the relationships between past-year residential mobility and indicators of school connectedness and school-based relationships, perceived academic performance, and exposure to violence and harassment. More than a third (36.6%) of students in the analysis sample moved at least once in the past year. After adjusting for neighborhood and family factors, a higher number of past-year moves was significantly associated with poorer school experiences, including lower odds of school connectedness for high-movers (2+ moves) [adjusted odds ratio (AOR) = 0.77; 95% confidence interval (CI) = 0.68–0.86], compared to non-movers. Movers had lower odds of perceived academic ability (1 move: AOR = 0.72; CI = 0.63–0.83; 2+ moves: AOR = 0.55; CI = 0.44–0.69), but higher odds of exposure to violence and harassment as a victim (1 move: AOR = 1.26, CI = 1.17–1.37; 2+ moves: AOR = 1.34, CI = 1.17–1.54), and as a perpetrator (1 move: AOR = 1.21, CI = 1.08–1.36; 2+ moves: AOR = 1.54, CI = 1.24–1.92). These results highlight the value of developing and implementing strategies that can identify and support students who move at young ages, to prevent student disengagement and promote attendance and academic success early in their life trajectory.

The Mediating Role of Self-Concept between Sports-Related Physical Activity and Mathematical Achievement in Fourth Graders

Being physically active has many benefits for children and adolescents. It is essential for various aspects of physical and mental health, and also positively influences academic performance and school achievement. In addressing the still incomplete understanding of the link between physical activity (PA) and academic achievement, the present study scrutinized the open issues regarding different roles of PA type and PA duration within the relation between self-reported PA and objectively measured mathematical achievement in fourth graders. As to the type of PA, the current study distinguished between structured and unstructured sports activities children perform in their leisure time. Moreover, the current study investigated the indirect effect of PA on mathematical achievement by controlling for the mathematical self-concept as a mediating variable. Results showed PA to be positively related to mathematical outcomes if implemented in a structured setting and pursued for at least two hours per week. As to the mediation, the results revealed a full mediation, indicating PA to improve mathematical self-concept, which, in turn, positively affected mathematical achievement. Thus, engaging in structured PA for two hours or more a week may have additional benefits for children’s and adolescents’ self-concept in a way that is favorable and encouraging for promoting their academic achievement.

Measuring preschool children's knowledge of the principle of static equilibrium in the context of building blocks: Validation of a test instrument

BACKGROUND

Preschoolers' knowledge of the principle of static equilibrium is an important research focus for understanding children's science content knowledge. Hitherto studies have mainly used behavioural observation with small samples. Thus, extending these studies with a validated test instrument is desirable.

AIMS

The aim was to validate an instrument (the Centre-of-Mass Test), which is concerned with preschoolers' knowledge of the principle of static equilibrium, using item response theory. In Study 1, the construct structure was tested, and in Study 2, its relationship with stabilities of symmetrical blocks, figural reasoning, figural perception, mental rotation, level of interest, self-concept, motivation, and language capacity was investigated.

SAMPLES

A total of 217 five- and six-year-old children participated in Study 1 and 166 five- and six-year-old children in Study 2.

METHODS

All tests were administered as paper-pencil picture tests in groups and single interviews.

RESULTS

In Study 1, the Centre-of-Mass Test's conformity with a 1PL-testlet model with an overall knowledge of static equilibrium and with two subtests, estimation of stable and unstable constructions, was confirmed. Using a 95% binomial distribution, children were categorized into three knowledge categories: geometrical-centre, centre-of-mass, and undifferentiated knowledge. In Study 2, knowledge of the principle of static equilibrium showed positive correlations with figural perception and reasoning, language capacity, and estimation of the stabilities of symmetrical objects.

CONCLUSIONS

The Centre-of-Mass Test measures knowledge of the principle of static equilibrium as a unidimensional construct and mirrors preschoolers' estimations found in previous studies. The acquisition of a more sophisticated static equilibrium knowledge is related to spatial knowledge and language capacity.

The Relations of Science Task Values, Self-Concept of Ability, and STEM Aspirations Among Finnish Students From First to Second Grade

According to modern expectancy-value theory, students' motivation in school subjects begins to vary at the very beginning of their school careers, showing a task-specific pattern of motivation. However, there is no clear evidence in the literature on how students' value beliefs are formed and interact with each other in early elementary schools. Using the longitudinal structural equation modeling, this study examined relations between science-related task values (i.e., intrinsic value and cost), self-concept of ability, and future occupational aspirations based on first graders and 1-year follow-up from seven schools in Helsinki (N = 332; ages = 7 and 8 years; girls = 51%). Results showed that the students who had a high science-related self-concept of ability and intrinsic value tended to perceive low cost of science learning. Science-related self-concept of ability was the most stable construct, while in intrinsic value and cost, there were significant levels of fluctuation across the first and second grades. A high science-related self-concept of ability in the first grade predicted a lower cost value in the second grade, and a high science-related intrinsic value was a marginally significant predictor of future occupational aspirations in science, technology, engineering, and mathematics (STEM). Mean-level differences revealed that the girls' science-related self-concept of ability, intrinsic value, and cost remained the same in both grades, while the boys' self-concept of ability decreased. The girls' mean levels in science-related intrinsic value were higher than those of the boys, while students' self-concept of ability and cost were similar across gender in both grades. A cross-lagged panel model revealed that the girls reported more STEM occupational aspirations than the boys in the second grade, while controlling for the motivational beliefs. In summary, the results indicate that a high-level of science interest in young students predicts STEM occupational aspirations; high girls' intrinsic value in early science education does not steer them away from STEM occupations; boys' task motivation might be at greater risk of decline during early science education.

Gendered Development of Motivational Belief Patterns in Mathematics Across a School Year and Career Plans in Math-Related Fields

Rooted in Eccles and colleagues' expectancy-value theory, this study aimed to examine how expectancies and different facets of task value combine to diverse profiles of motivational beliefs, how such complex profiles develop across a school year, and how they relate to gender and career plans. Despite abundant research on the association between gender and motivational beliefs, there is a paucity of knowledge regarding the gendered development of student motivational belief profiles in specific domains. Using latent-transition analysis in a sample of N = 751 ninth to tenth graders (55.9% girls), we investigated girls' and boys' development of motivational belief profiles (profile paths) in mathematics across a school year. We further analyzed the association between these profile paths and math-related career plans. The results revealed four motivational belief profiles: high motivation (intrinsic and attainment oriented), balanced above average motivation, average motivation (attainment and cost oriented), and low motivation (cost oriented). Girls were less likely than expected by chance to remain in the high motivation profile, while the opposite was true for boys. The math-relatedness of students' career plans was significantly higher in the "stable high motivation" profile path than in all other stable profile paths.

Self-Concept and Physical Activity: Differences Between High School and University Students in Spain and Portugal

The period of adolescence stands out as a critical and decisive phase, first because it leaves its mark on personality development, which is affected by psychosocial factors, and second because the healthy lifestyle habits acquired during this stage form a foundation for adulthood. The objective of the present study was first to evaluate the levels of participation in physical activities (PA) and of self-concept in high school and university students, and second to find relationships between these psycho-physical variables. Four hundred and forty adolescents ranging in age from 16 to 20 years, from Spain and Portugal, participated in this study (cross-sectional design). The IPAQ and Self-Concept Form-5 questionnaires were used. The results demonstrated some differences; the Portuguese university students had lower scores in the academic, emotional and physical dimensions and vigorous PA but higher sitting time, walking and moderate PA compared to Portuguese high school students. In addition, Spanish university students had lower self-concept scores although higher practice of PA and lower sitting time than Spanish high school students (p < 0.05). On the other hand, a positive relationship was found between different dimensions of self-concept and levels of PA, while the relationship between these dimensions and the time the adolescent spent sitting was negative. In conclusion, the university students have lower scores of self-concept dimensions (in general), and the practice of PA is higher in Spanish university students, confirming the clear presence of differences between both educational stages. The relationship between the dimensions of self-concept in general and the level of PA was positive (following the contributions of Marsh).

The neural correlates of academic self-concept in adolescence and the relation to making future-oriented academic choices

This study examined the role of brain regions involved in academic self-evaluation in relation to problems with study orientation. For this purpose, 48 participants between ages 14-20 years evaluated themselves on academic traits sentences in an fMRI session. In addition, participants completed an orientation to study choice questionnaire, evaluated the importance of academic traits, and completed a reading and shortened IQ test as an index of cognitive performance. Behavioral results showed that academic self-evaluations were a more important predictor for problems with study orientation compared to subjective academic importance or academic performance. On a neural level, we found that individual differences in the positivity of academic self-evaluations were reflected in increased precuneus activity. Moreover, precuneus activity mediated the relation between academic self positivity and problems with study orientation. Together, these findings support the importance of studying academic self-concept and its neural correlates in the educational decision-making process.

Recognising, managing and supporting dyslexia beyond registration. The lived experiences of qualified nurses and nurse academics

While there is a growing body of research on the effects of dyslexia on student nurses, this is not the case for registered nurses. The main aim of the study was to identify how dyslexia might affect registered nurses' engagement in lifelong learning and how lecturers can support them. A narrative lifecourse approach was taken to explore the experiences of 14 registered nurses with dyslexia from across Great Britain and nine lecturers from England and Scotland. In depth interviews were conducted between October 2014 and November 2015. Template analysis of the interview data resulted in four main themes: Recognition of Dyslexia; Impact of Previous Learning Experiences; Teaching and Learning Strategies and Reasonable Adjustments. The study demonstrated that previous learning experiences had an emotional impact on nurses with dyslexia and this affected their engagement in lifelong learning. Despite this, they often sought to challenge themselves and recognised the need to engage in continuing professional development. The support for registered nurses with dyslexia was variable and dependent on the education of lecturers, although wider provision of inclusive approaches to teaching, learning and assessment mitigated this.

Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage

Cognitive representations and beliefs are what comprise an individual's self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children's evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes.

Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development

The importance of embedding education for sustainable development has been emphasised over many years. At the same time, there has been a massive call for initial teacher education to provide all student teachers with the core of professional competences. What is the status of teacher education today in embedding education for sustainable development and how does it relate to the focus on professional competencies in teacher education? A total of 578 student teachers in seven different teacher education programmes in Europe were surveyed, measuring the students’ beliefs in their ability to work as teachers, as well as their ability to teach in ways that value sustainability and promote environmentally sound ways of living. The results of the survey show that student teachers feel well prepared to handle many aspects of teacher professionalism, but less prepared to educate for sustainability. The survey also indicates that student teacher training in educating for sustainability is not integrated in their other training and is generally just added on.

Warum schätzen Mädchen ihre mathematischen Kompetenzen geringer ein als Jungen?

Zusammenfassung. Trotz sehr geringer Leistungsunterschiede in objektiven Leistungstests schätzen Mädchen ihre mathematischen Kompetenzen bereits im Grundschulalter geringer ein als Jungen. Basierend auf dem Erwartungs-Wert-Modell ( Eccles & Wigfield, 2002 ) wird überprüft, inwieweit Geschlechtsunterschiede im mathematischen Fähigkeitsselbstkonzept durch Eltern- und Lehrereinschätzungen der mathematischen Kompetenzen der Kinder sowie unterschiedliche Leistungsindikatoren erklärt werden können. Es wurden Selbst-‍, Eltern- und Lehrereinschätzungen der mathematischen Kompetenzen von N = 837 Kindern der vierten Klasse sowie deren Noten und objektive Leistungen in Mathematik erfasst. Jungen gaben ein höheres Fähigkeitsselbstkonzept an als Mädchen. Objektive Mathematikleistungen mediierten den Zusammenhang nicht, Mathematiknoten sowie Eltern- und Lehrereinschätzungen hingegen teilweise. Die Ergebnisse werden vor dem Hintergrund der Rolle wichtiger Sozialisationspersonen und anderer potentieller Faktoren für die Entwicklung des mathematischen Fähigkeitsselbstkonzepts im Grundschulalter diskutiert.

Tracks as frames of reference for academic self-concept

This study compared the development of academic self-concepts between different educational programs. A longitudinal cohort study in Flanders (3205 students in 46 schools) was used to compare students' academic self-concepts during the first three years of secondary education. General academic self-concept, self-concept in mathematics and self-concept in Dutch were measured. The investigated educational programs, called tracks, differ in the extent they are academically or vocationally focused and differ in average student academic ability. To control for selection effects, students who are comparable across the four tracks were matched using propensity score matching, Mahalanobis distance matching and coarsened exact matching. By means of multiple indicator quadratic latent growth curves, pairs of tracks that are hierarchically consecutive were compared regarding the development in academic self-concepts. For the two highest tracks, it was beneficial to be allocated to the highest track, whereas the pairwise comparisons between the three lower tracks indicated a detrimental effect of being in a higher track. The findings from this study do not support the big-fish-little-pond hypothesis or the basking in reflected glory hypothesis. Differences between tracks for the development of self-concepts only became apparent after two years.

The Role of School Adaptation and Self-Concept in Influencing Chinese High School Students' Growth in Math Achievement

A longitudinal designed research study was conducted to provide empirical evidence regarding the influences of three dimensions of students’ school adaptation on their math achievement growth over the first year of high school. These dimensions included learning adaptation, stress management, and personal communication. Student math achievement growth was measured using the student growth percentile (SGP) score. Structural equation modeling (SEM) was used to test for the possible mediating role of self-concept behind those three relationships. Based on the model comparison, it was discovered that school adaptation significantly and positively influences student math achievement growth via mediating effects of student academic self-concept, as opposed to showing a direct impact on students. The findings of this study have important implications for educators and parents to aid students in their pursuit of academic success.

Class-Level School Performance and Life Satisfaction: Differential Sensitivity for Low- and High-Performing School-Aged Children

This study investigates whether class-level school performance affects students’ life satisfaction and if there are differential effects for high- and low-performing students. Data were derived from the National Educational Panel Study, including n = 5196 students (49.6% girls), nested in 478 classes and 250 secondary schools. School performance in class was measured by aggregating individual grade point average in Mathematics and German. The study could not reveal the “big-fish-little-pond”-effect regarding students’ life satisfaction but found differential effects for high- vs. low performing students. There was no significant association for low-performing students attending classes with higher class-level performance However, low-performing students revealed the lowest life satisfaction. High-performing students placed in classes with higher average performance reported lower life satisfaction compared to high-performing students in classes with lower average performance. This study provides evidence for the impact of the learning environment in class on school-aged children’s life satisfaction, by highlighting the differential sensitivity of high-performing students when placed in classes with higher or lower average performance.