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Academic Self-Perception and Its Relationship to Academic Performance
Abstract
One hundred and fifty-five students (average age, 10 years 7 months) were initially tested on reading, arithmetic, and academic self-perception. One year later they were tested again. Initial academic scores accounted for a large proportion of the variance in later academic scores. The children's self-perceptions of academic competence accounted for significant variance in academic performance one year later. However, neither the academic self-perceptions at the beginning of the study nor changes in self-perceptions over time predicted changes in academic performance. Self-percepion of academic competence cannot play a simple, causal role in academic achievement. /// Cent cinquante-cinq élèves (âge moyen: dix ans, sept mois) ont été examinés au niveau des compétences alphabétiques et mathématiques, ainsi que la perception de soi scolaire. Les résultats initiaux des examens scolaires expliquaient la plupart de la variance liée aux résultats des seconds examens. Les mesures de la perception de soi expliquaient aussi une part significative de cette variance. Cependant, ni la perception de soi initiale, ni les changements de perception de soi ne semblent indiquer les changements de performance scolaire. Nous constatons que la perception de soi scolaire ne peut jouer un rôle causal simple dans la performance scolaire.
... Also, for a quite some time it has been a worry of many groups on components adding to academic performance among students in learning foundations, beginning from as low as pre-primary to as high as college level. Further, important focus of cognitive educational psychology is accounting for growth or decline in academic performance (Stringer & Heath, 2008). In addition, mental researchers have attempted to explain academic performance by analyzing the intellectual factors leading to school failure (Da Fronseca et al., 2009). ...
This research endeavor is conducted to determine the significant influence of self- regulated learning strategies towards academic performance of college students. This study utilized non-experimental quantitative research design employing descriptive correlational technique to find out the significant relationship of the variables. The data were analyzed coming from 290 participating first year students enrolled in a sectarian school in Davao City. Mean, pearson r and linear regression analysis were used to treat the gathered data. The findings of this study led to the following conclusions: The level of self-regulated learning strategies and academic performance were both assessed high. This means that the two variables were oftentimes observed by the college students. Moreover, there is a significant relationship between self regulated learning strategies and academic performance of college student. Further, self-regulated learning strategies significant influence the academic performance of college students.
... Zhang, 2005), and use more effective learning strategies (Watkins, 2000) than their counterparts with low self-esteem. According to Stringer and Heath (2008), individuals with high self-esteem are likely to perform better academically at school. Several researchers have reported that self-esteem can play a crucial role in language acquisition. ...
Plain language summary
This study focuses on why some people feel confident when speaking a foreign language, like English, while others don’t. Previous research mostly used confidence to predict language learning success but didn’t explore other factors that might explain why some English learners feel more confident than others. The study aims to fill this gap by looking at four key factors: parental psychological control, self-esteem, language class risk-taking, and confidence in speaking English. It uses a university English as a Foreign Language (EFL) setting to gather data and understand how these factors are connected. The findings of this study are as follows: Parental psychological control has a negative impact on self-esteem. Self-esteem positively predicts confidence in speaking English. People with high self-esteem are more willing to take risks in language classes, like trying new things or making mistakes. Language class risk-taking predicts confidence in speaking English. Those who take risks in class tend to be more confident when speaking English. Additionally, the study shows that language class risk-taking plays a mediating role between self-esteem and confidence in speaking English. In other words, self-esteem indirectly affects confidence through risk-taking in the language class. These findings have implications for understanding how these factors influence English language learners. However, there are some limitations, such as the study’s sample being limited to Taiwanese university students, which may not fully represent all language learners. Despite the limitations, this study provides valuable insights into building confidence in speaking English and may be helpful for educators and learners.
... Perception is the first stage of cognition, such as learning, concept construction, problem-solving, and thinking (Timler et al., 2019). Perception has an important influence on other stages, such as prior learning influences on how we understand something (Stringer & Heath, 2008). Self-perception is an individual's assessment of his or her ability to organize and perform the actions necessary to achieve the desired level of ability (Chamorro-Atalaya et al., 2022;Timler et al., 2019). ...
p style="text-align: justify;">The problems in education in the countries of the Organization for Economic Cooperation and Development (OECD) vary from country to country. The differences between "upper class" and "lower class" countries in PISA assessment results have led to a research gap. The purpose of this study was to (a) test students' mathematical literacy skills on the Program for International Student Assessment (PISA) test and compare the results using the sum of means across OECD countries; (b) examine the relationship between students' mathematical competence, precision, and self-perception of mathematical literacy skills in the PISA test; and (c) analyze the gaps that exist between the implementation of mathematics instruction in school and the mathematical literacy as measured on the PISA test. This study was designed as a mixed method with an explanatory sequential design. The data collection methods included test procedures, questionnaires, and interviews. The result of this study showed that the overall mean score obtained was below the OECD average. In general, the respondents achieved only level 2 mathematics proficiency. A significant relationship was found between mathematical competence, precision, and self-perception in mathematical skills. On the other hand, there was a gap, namely the difference at the implementation level, where mathematical literacy measured by PISA differed from the measurement of mathematical learning achievement by teachers in school. The results showed that teaching that emphasizes only problem-solving procedures affects low mathematical competence and is not useful enough for students to deal with the PISA mathematics test.</p
... As school functioning is the child's belief in their school competence, it is possible that having positive perceptions of academic competence are at the root of the association. Research has suggested that higher self-perceptions of academic competence are related to better academic performance (Stringer & Heath, 2008). Performing well in school may inform the child's ratings of their school competence. ...
Background
The body of research directed at understanding the strengths and resilience of this population is growing. Research has indicated there are strengths for individuals with ADHD, and found factors important for promoting good outcomes. This study investigates positive qualities by examining the strengths and resilience of children with and without ADHD.
Methods
The final sample included 56 children between the ages of 10 and 17 years (ADHD: n = 38; without ADHD: n = 18).
Results
Children in both groups tended to report average levels of strengths and resilience except for school functioning, where significant differences were found between groups. Significant correlations between strengths and resilience for both groups were found. Only family involvement was not significantly correlated with resilience for the without ADHD group.
Conclusions
Results from this study emphasize the importance of taking a strength-based perspective when working with children diagnosed with ADHD.
... From the psychology of learning, it has been widely documented how emotional self-regulation is important to obtain academic achievement [70][71][72][73][74][75]. The same is true for self-perception of anxiety levels [76][77][78]. Additionally, it can be commented that the measurements of both variables were taken in a confinement context due to the COVID-19 pandemic, thus that variable has been shown with a higher estimate. ...
The debate on the primary cross-curricular skills or fundamental competencies that must be improved in higher education has increased in the last few years. This is especially important in the new distant learning environments, which bring new challenges to the educational process. Econometric models have been designed to explain the students’ academic performance, which has been measured using their qualifications average, the number of failed subjects, passed subjects, and withdrawn subjects, and the level of progress, among other indicators, to try to understand the influence of variables such as students’ self-esteem, reading comprehension, English proficiency level, and performance in a mathematics-related subject on the students of accountant auditor program from Pontificia Universidad Católica de Valparaiso. Students were asked to fill in a questionnaire to collect data on the psychological and pedagogical variables, while the socio-economic and socio-demographic data were collected from the university. The results have shown that the most significant variables in the development level of this skill type are socio-demographic and socio-economic characteristics. Some of the psychological and pedagogical variables that have, to a lesser degree, some influences are self-regulation in the learning process and the self-perception of anxiety levels. Lastly, some recommendations to intervene in the students’ learning process are presented with the objective of achieving a higher level of development in this type of competences.
... In a different point of view, a study discovered conflicting results that point towards adverse consequences of overconfidence (Navis & Ozbek, 2016). Other than that, few studies also found no causal role of self-perception of academic competence in academic outcomes (Skaalvik & Hagtvet, (1990), Stringer & Heath, (2008)). Thus, the present study aims to determine the relationship between perceived performance and actual academic performance during open and distance learning among students. ...
Self-perception is a group of process mainly perceiving, thinking and executing a plan of action for attaining satisfaction in response to inner drives and the self as the ways in which the individual reads to himself. Academic achievement is the knowledge attained or skills developed in school subjects. Self-perception of a person is expected to positively affect his/her academic achievement. A student with high self-perception is expected to have better academic achievement then a student with low self-perception. It is vice-versa also. The present study conducted on 100 adolescent students (age range 16-18 years). Self-perception Check list by K. N. Sharma (1997) and Academic achievement of students was taken from the marks obtained in two annual examinations for collecting the data. This study revealed that there is a positive correlation between self-perception and academic achievement of secondary school students. Various types of co-curricular activities should be organized frequently to promote the qualities such as co-operation, tolerance, open mindedness and sharing of responsibilities to enhance their adjustment.
This chapter highlights the direct correlation between effective leadership and student achievement. The development – and execution – of a concrete leadership framework is necessary for organizational structure and serves as a standard of excellence that surpasses any potentially harmful influences (such as race, socioeconomic status, family structure, gender, culture, and disability, among others). The establishment of this agenda occurs as individuals continually strive for self-fulfillment. Through this process, one can effectively guide others while working towards their own personal and professional objectives. Ultimately, this distinguishes successful leaders from the rest and represents the goal to which leaders should aspire: the ability to consistently serve as a reflective thinker and practitioner in all aspects of life. Only then can one's daily efforts toward self-fulfillment be evident in professional practice. Therefore, as underscored here, understanding the direct connection between leadership and student success is paramount.
Online Learning has become a norm, especially during the times of Covid. Many students, especially the college students, have been taking their courses via online platforms. As most of them are new to the online learning platforms, this study focuses on how well they are able to adapt to the online learning environment and in understanding the factors that can play a key role in determining the academic performance of students. The factors that can affect students while attending the online sessions are taken into account and how each factor has an impact on the academic performance of students are identified. The results taken from the study can be used to determine the factors that have contributed more to the student’s academic performance.
Self-concept differentiation is the degree to which separate domains of the self-concept are differentiated from one another. Two studies of children's self-reported depressive symptomatology and self-concept differentiation were completed. Study 1 found higher levels of self-concept differentiation associated with greater depressive symptomatology. Study 2 replicated this finding but further revealed a trend for elevated self-concept differentiation to be related to a positive outcome at 5-week follow-up in the depressed sample. La differentiation du concept de soi refere a la differentiation des differents domaines du concept de soi. Cet article presente deux etudes sur la symptomatologie depressive percue et la differentiation du concept de soi chez des enfants. L'Etude 1 montre que des niveaux plus eleves de differentiation du concept de soi sont associes a une symptomatologie depressive plus marquee. L'Etude 2 reproduit ces resultats mais revele en plus qu'une differentiation du concept de soi elevee tend a etre reliee, chez l'echantillon depressif, a une issue positive lors d'un suivi de 5 semaines.
With increasing age, children name familiar objects more rapidly, and these naming times are related to reading ability. The aim of this research was to determine if age-related change in naming time reflects (1) automatic access of familiar names due to greater familiarity with the named objects or (2) global change in speed of processing. To distinguish these explanations, 144 8- to 13-yr-olds were administered measures of global processing time, naming time, and reading ability. Results of path analyses and structural-equation modeling were consistent with the second explanation. That is, naming time was predicted by measures of processing speed but not by age. In addition, naming time was linked to reading recognition, which was linked to reading comprehension. Age was also linked to reading recognition, indicating that other age-related variables need to be incorporated into the causal model. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tested the construct validity of children's responses to two multidimensional self-concept measures (the Self Description Questionnaire I and the Perceived Competence Scale) and a multidimensional measure of perceived control (Multidimensional Measure of Children's Perceptions of Control). The authors of each of these recently developed instruments emphasized the importance of distinguishing self-perceptions in the physical, social, academic, and general content domains. Tests of this content specificity considered here included factor analyses, multitrait-multimethod (MTMM) analyses, and patterns of correlations with additional criterion variables. Contrary to previous research (e.g., Marx & Winne, 1978), MTMM analyses of responses to the two self-concept instruments demonstrated their convergent and discriminant validity, apparently reflecting the improved design of these newer instruments. These findings and factor analyses of responses to the self-concept instruments support claims by Harter (1982) and by Marsh (1986d, in press-b). For the perceived control instrument, however, there was little support for the discriminant validity of responses with respect to content domains other than the physical domain, calling into question claims by Connell (1985). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The self-perceptions of children with attention-deficit/hyperactivity disorder (ADHD; n = 487) were compared with those of children in a local normative comparison group (n = 287), relative to teacher- and parent-rated perceptions of their competence. Children were participants in the ongoing follow-up portion of the Multimodal Treatment Study of Children with ADHD. Children with ADHD were much more likely than comparison children to overestimate their competence relative to adult report, regardless of who was used as the criterion rater (teacher, mother, or father). Examination by comorbidity subgroups revealed that children with ADHD inflated their self-perceptions the most in domains of greatest deficit. Gender effects also are reported.
A coherent conception of dyslexia has been difficult to arrive at because research findings have continually created logical paradoxes for the psychometric definition of reading disability. One such paradox is that cognitive research has undermined the assumption of specificity in the definition of dyslexia. The assumption of specificity is the underlying premise that the cognitive problems characteristic of the dyslexic child are reasonably specific to the reading task and do not implicate broader domains of cognitive functioning. This paper demonstrates how to develop hypotheses about the cognitive deficits of dyslexic children that do not undermine the assumption of specificity. Phonological awareness is explored as one candidate process.It is argued that in order to avoid the pitfalls surrounding the assumption of specificity three things are important: 1) We must understand the operation of Matthew effects in education (rich-get-richer and poor-get-poorer effects); 2) Strict psychometric criteria must be used to define dyslexia; 3) We must continually be aware that dyslexia does not demarcate a discrete category, separate from other groups of poor readers, but represents the outcome of the application of an arbitrary criterion in a continuous distribution.
For samples of normal and gifted children in Grades 5 and 8, exploratory and confirmatory (LISREL VI) factor analyses were used to investigate the factorial validity of the Perceived Competence Scale for Children (PCSC) and to test its equivalency across grade. For normal children, the PCSC demonstrated a remarkably well-defined four-factor structure; all item measurements were invariant across grade. For the gifted, however, two item measurements were nonequivalent across grade, and two items yielded significant nontarget factor loadings that were invariant across grade. Supplementary analyses yielded strong evidence of concurrent validity with the Self-Description Questionnaire, a self-rating instrument, and weak evidence of convergent validity with the Revised Class Play, a peer-rating instrument. Overall, in light of the stringency of LISREL confirmatory procedures, the PCSC demonstrated markedly sound psychometric properties.
Compared domain-specific self-perceptions of academic competence and actual competence of depressed and nondepressed children with and without learning disabilities (LDs) by administering the Self-Perception Profile for Learning Disabled Students and the Children's Depression Inventory to 88 8th graders and 83 5th graders. Academic competence was assessed using the Wide Range Achievement Test—Revised, the Kaufman Test of Educational Achievement, and the Gates-MacGinitie Reading Comprehension subtest. Results indicated that depressed Ss with LDs were more accurate in their self-perceptions of academic competence than nondepressed Ss with LDs, who held unrealistically positive self-perceptions. Neither depressed nor nondepressed Ss without LDs demonstrated evidence of cognitive distortion in their self-perceptions of academic competence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Argues for a visual deficit in reading disability that rests on the existence of, and inhibitory interactions between, sustained and transient channels in human vision. One aspect of this scheme is the mechanism of saccadic suppression provided by the inhibition that the transient channels exert on sustained channels during sequential scanning of a visual scene, as in reading. Saccadic suppression is important for efficient pickup of pattern information from one fixation to the next and for maintaining position constancy and visual stability. Empirical evidence points to a deficit in the transient channels of a majority of reading disabled children. This may be the basis also for attendant problems with motion smear and spatial instabilities reported by many reading-disabled Ss. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The use of spelling-sound information in both reading and spelling was evaluated by having children read and spell nonwords and five types of words that differed in terms of their regularity for reading and spelling. The subjects were grade 3 children who had been psychometrically defined as good readers and good spellers (“good”), good readers and poor spellers (“mixed”), or poor readers and poor spellers (“poor”). Results indicated that all children attempted to use spelling-sound correspondences in both reading and spelling, although children in both the mixed and the poor groups had weaker knowledge of these correspondences and were less systematic in their use of them. Furthermore, even though the children in the mixed group had been matched with children in the good group on reading comprehension, the number and type of errors made by the mixed subjects on both the reading and spelling tasks were more similar to those of the poor subjects than to those of the good subjects.