Research Article
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Year 2014, Volume: 1 Issue: 2, 83 - 94, 01.12.2014
https://doi.org/10.17275/per.14.11.1.2

Abstract

References

  • McGee, C., Ward, R., Gibbons, J. & Harlow, A. (2004). Transition to Secondary School: A Literature Review. University of Waikato. Hamilton. New Zealand.
  • Alspaugh, J. W. (1998). Achievement loss associated with the transition to middle school and high school. Journal of Educational Research, Vol. 92, No. 1, 20-25.Available online at: http://www.idealibrary.com
  • Britner, L. Sh. & Pajares, F. (2006). Sources of Science Self-Efficacy Beliefs of Middle School Students. Journal of Research in Science Teaching, Vol. 43, No. 5, 485–499. Available on line at: http://www.Weizmann.Ac.Il/Weizsites/Blonder/Files/2011/02/Pajares.
  • Cokley, K. O. (2000). An investigation of academic self-concept and its relationship to academic achievement in African American college students. Journal of Black Psychology, Vol. 26, 148-164.
  • Eccles, J.S.,Wigfield, A., Flanagan, C.A., Miller, C., Reuman, D.A., & Yee, D. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, Vol. 57, 283–310.
  • Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. The Elementary School Journal, Vol. 101, No. 3, 303-329.
  • Gniewosz, B., Eccles, S.J. and Noack, P.(2011), Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self-concept. Social Development. Published by Blackwell Publishing, Ltd. 1-21.
  • Gresham, F. M., Elliott, S. N., & Evans-Fernandez, S. E. (1993). Student self-concept scale manual. Circle Pines, MN: American Guidance Service, Inc.
  • Harter, S., Whitesell, N.R., & Kowalski, P. (1992). Individual differences in the effects of educational transitions on young adolescents’ perceptions of competence and motivational orientation. American Educational Research Journal, Vol. 29, 777–807.
  • Janice, E. W, and Montgomery, D. (1994). Frame of Reference Theory of Self-Concept Formation
  • with Academically-Able Students. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 194). Educational Resources Information Center (Eric). 1-20.
  • Jacobs J. E., Lanza, S., Osgood, D. W., Eccles, J. S., Wigfield, A. (2002). Changes in children's self-competence and values: gender and domain differences across grades one through twelve. Child Development, Vol.73, No. 2, 509-27.
  • Lent, R. W., Brown, S. D., & Gore, P. A. (1997). Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, Vol. 44, 307-315. Available on line at:users.ugent.be/~mvalcke/CV/selfeffiacy_selfconcept.pdf
  • Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, Vol. 23, 129–149.
  • Marsh, H. W. (1990). Influences of internal and external frames of reference on the formation of Math and English self-concepts. Journal of Educational Psychology, Vol. 82, 107-116.
  • Marsh, H.W., Byrne, B., & Shavelson, R.J. (1988). A multifaceted academic self-concept: Its hierarchical si ructure and its relation to academic achievement. Journal of Educational Psychology, SO, 366-380.
  • Meaning, A. M. (2007). Self-concept and Self-esteem in Adolescents. Student Service, pp. 11-15. Available at: www.nasponline.org/families/self-concept
  • Wigfield, A. & Eccles, S. J. (2000). Expectancy–Value Theory of Achievement Motivation Contemporary Educational Psychology, Vol. 25, 68–81.
  • Wigfield, A., Lutz, L. S. & Wagner L. A. (2005). Early Adolescents’Development Across the Middle School Years: Implications for School Counselors. Professional School Counseling, Vol. 9, No. 2, 112-119.
  • Williams, E J. & Montgomery, D. (1994). Theory of Self-Concept Formation with Academically-Able Students. Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April. Educational Resources Information Center Eric, pp. 1-20.
  • Bacon, Sh. C. (2011). Academic self-concept and academic achievement of African American students transitioning from urban to rural schools. PhD dissertation., University of Iowa. Available on line at: http://ir.uiowa.edu/etd/1198.
  • Christensen, E. J. (2007). Female adolescents identified with emotional disturbance and adjudicated female adolescents: A comparison of self-concepts. PhD dissertation. University of North Texas.

The influence of academic achievement in pupils’ academic self-concept construction during the transition to lower secondary education

Year 2014, Volume: 1 Issue: 2, 83 - 94, 01.12.2014
https://doi.org/10.17275/per.14.11.1.2

Abstract

The purpose of this study was to assess pupils’
academic self-concept before and after the transition to lower secondary
education (LSE) and showing changes in this indicator during this period. To
assess pupils’ academic self-concept in Albanian language and Math were
combined data from three different sources: children's self-beliefs about their
capabilities, the grades received in the two main subjects during the two study
periods, and the third source was pupils competency assessment by teachers of
the respective subjects. As a survey instrument it was used that of Gniewosz et
al. (2011). The study aims to answer these research questions: How does pupils’
academic self-concept change when they pass to LSE? Do achievements in Albanian
language and Math influence pupils’ self-concept? What role do teachers’
perceptions play in the construction of pupils’ self-concept abilities?
Questionnaires of pupils and teachers were filled through self-reporting.
Measurements were conducted twice: at the end of fifth grade and at the end of
first semester of the sixth grade. Results of the study will be referred to the
theoretical framework of reference and differential of information 'sources for
student self-concept construction. Tests showed that there was high correlation
between verbal and mathematical achievement. Correlations between language
grades and Language self-concept were strong and positive, while in Math this
relation was low. The relations between grades and self-concept in Language
before and after the transition, were more influenced by teachers’ perceptions,
while in Math this effect was not significant. Pupils’ self-concept in Math
were not affected neither by grades nor by teachers’ perceptions, suggesting
that learners may have used other sources of information for their self-concept
construction. Sixth grade teachers showed less confidence in the abilities of
pupils than teachers of fifth grade.

References

  • McGee, C., Ward, R., Gibbons, J. & Harlow, A. (2004). Transition to Secondary School: A Literature Review. University of Waikato. Hamilton. New Zealand.
  • Alspaugh, J. W. (1998). Achievement loss associated with the transition to middle school and high school. Journal of Educational Research, Vol. 92, No. 1, 20-25.Available online at: http://www.idealibrary.com
  • Britner, L. Sh. & Pajares, F. (2006). Sources of Science Self-Efficacy Beliefs of Middle School Students. Journal of Research in Science Teaching, Vol. 43, No. 5, 485–499. Available on line at: http://www.Weizmann.Ac.Il/Weizsites/Blonder/Files/2011/02/Pajares.
  • Cokley, K. O. (2000). An investigation of academic self-concept and its relationship to academic achievement in African American college students. Journal of Black Psychology, Vol. 26, 148-164.
  • Eccles, J.S.,Wigfield, A., Flanagan, C.A., Miller, C., Reuman, D.A., & Yee, D. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, Vol. 57, 283–310.
  • Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. The Elementary School Journal, Vol. 101, No. 3, 303-329.
  • Gniewosz, B., Eccles, S.J. and Noack, P.(2011), Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self-concept. Social Development. Published by Blackwell Publishing, Ltd. 1-21.
  • Gresham, F. M., Elliott, S. N., & Evans-Fernandez, S. E. (1993). Student self-concept scale manual. Circle Pines, MN: American Guidance Service, Inc.
  • Harter, S., Whitesell, N.R., & Kowalski, P. (1992). Individual differences in the effects of educational transitions on young adolescents’ perceptions of competence and motivational orientation. American Educational Research Journal, Vol. 29, 777–807.
  • Janice, E. W, and Montgomery, D. (1994). Frame of Reference Theory of Self-Concept Formation
  • with Academically-Able Students. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 194). Educational Resources Information Center (Eric). 1-20.
  • Jacobs J. E., Lanza, S., Osgood, D. W., Eccles, J. S., Wigfield, A. (2002). Changes in children's self-competence and values: gender and domain differences across grades one through twelve. Child Development, Vol.73, No. 2, 509-27.
  • Lent, R. W., Brown, S. D., & Gore, P. A. (1997). Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, Vol. 44, 307-315. Available on line at:users.ugent.be/~mvalcke/CV/selfeffiacy_selfconcept.pdf
  • Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, Vol. 23, 129–149.
  • Marsh, H. W. (1990). Influences of internal and external frames of reference on the formation of Math and English self-concepts. Journal of Educational Psychology, Vol. 82, 107-116.
  • Marsh, H.W., Byrne, B., & Shavelson, R.J. (1988). A multifaceted academic self-concept: Its hierarchical si ructure and its relation to academic achievement. Journal of Educational Psychology, SO, 366-380.
  • Meaning, A. M. (2007). Self-concept and Self-esteem in Adolescents. Student Service, pp. 11-15. Available at: www.nasponline.org/families/self-concept
  • Wigfield, A. & Eccles, S. J. (2000). Expectancy–Value Theory of Achievement Motivation Contemporary Educational Psychology, Vol. 25, 68–81.
  • Wigfield, A., Lutz, L. S. & Wagner L. A. (2005). Early Adolescents’Development Across the Middle School Years: Implications for School Counselors. Professional School Counseling, Vol. 9, No. 2, 112-119.
  • Williams, E J. & Montgomery, D. (1994). Theory of Self-Concept Formation with Academically-Able Students. Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April. Educational Resources Information Center Eric, pp. 1-20.
  • Bacon, Sh. C. (2011). Academic self-concept and academic achievement of African American students transitioning from urban to rural schools. PhD dissertation., University of Iowa. Available on line at: http://ir.uiowa.edu/etd/1198.
  • Christensen, E. J. (2007). Female adolescents identified with emotional disturbance and adjudicated female adolescents: A comparison of self-concepts. PhD dissertation. University of North Texas.
There are 22 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Pranvera Kraja This is me

Publication Date December 1, 2014
Acceptance Date October 6, 2014
Published in Issue Year 2014 Volume: 1 Issue: 2

Cite

APA Kraja, P. (2014). The influence of academic achievement in pupils’ academic self-concept construction during the transition to lower secondary education. Participatory Educational Research, 1(2), 83-94. https://doi.org/10.17275/per.14.11.1.2