Adolescent Egocentrism in a Learning Context

Autor/in	Bester, G.
Titel	Adolescent Egocentrism in a Learning Context
Quelle	In: Africa Education Review, 10 (2013) 3, S.393-409 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2013.853537
Schlagwörter	Foreign Countries; Secondary School Students; Adolescent Attitudes; Psychological Patterns; Self Concept; Student Characteristics; Questionnaires; Correlation; Academic Achievement; Gender Differences; Student Behavior; Grade 8; Grade 9; Grade 12; Measures (Individuals); Comparative Analysis; Instructional Program Divisions; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Selbstkonzept; Fragebogen; Korrelation; Schulleistung; Geschlechterkonflikt; Student behaviour; Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 12; 12. Schuljahr; Schuljahr 12; Messdaten; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Imaginary audience, personal fable, and over-estimation of responsibilities are typical characteristics of egocentric behaviour during adolescence. The aim of the research was to establish how these egocentric characteristics manifest themselves in a learning context. An empirical investigation was carried out involving 316 learners from Grade 8 to 12. A questionnaire was adapted to measure egocentrism in a learning context. Significant negative correlations were found between academic achievement and egocentrism in a learning context. It is possible that as much as 17% of the variance in academic achievement can be explained by the egocentric behaviour of adolescents. No gender differences could be established. From the results it can be concluded that Grade 12 learners are more inclined to egocentric behaviour in a learning context compared to learners in Grade 8 and 9. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01