Behavioral, Social, and Cognitive Predictors of Adolescent Academic Self-Concept: A Longitudinal Investigation.

Autor/in	Arsenault, Darin J.
Titel	Behavioral, Social, and Cognitive Predictors of Adolescent Academic Self-Concept: A Longitudinal Investigation.
Quelle	(2001), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Behavior Patterns; Cognitive Processes; Longitudinal Studies; Models; Personality Traits; Prediction; Regression (Statistics); Self Concept; Sex Differences; Social Influences + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Cognitive process; Kognitiver Prozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Vorhersage; Regression; Regressionsanalyse; Selbstkonzept; Sex difference; Geschlechtsunterschied; Sozialer Einfluss
Abstract	In a longitudinal investigation, a model was developed to assess behavioral, social, and cognitive influences on the academic self-concept of 104 adolescents (57 males, 47 females) who participated in the Fullerton Longitudinal Study between 18 months and 17 years of age. The basic model was Academic Self-Concept = Constant + Behavior + Social + Cognitive. A stepwise regression model across gender indicated that academic achievement increasingly predicted academic self-concept dimensions over the developmental period, that behavioral adjustment remained a stable predictor over time, and that temperament dimensions were contributory through childhood and preadolescence. Regression of participants within gender showed promising, although mixed results; for females, cognitive factors were most contributory; for males, behavior and academic adjustment were the most influential. A follow-back analysis determined that low, moderate, and high levels of adolescent self-concept were predictable. In particular, children with low academic self-concept were reported to manifest less persistence and higher distractibility than those who reported high academic self-concept. In addition, children with higher intelligence and greater academic achievement displayed higher academic self-concept than their counterparts. Results of the current study suggest that educators and counselors should evaluate their students at as early as age 6, so developmental factors that might hinder later academic achievement can be addressed and managed appropriately. (Contains 2 tables and 21 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC