Self-Concept and Academic Achievement: Investigating Their Importance as Discriminators of Academic Track Membership in High School*

Keywords

Academic achievement, Mathematics education, Track (disk drive), Psychology, Pedagogy

References

• Academic and Social Self Concepts of the Academically Gifted.Allen G. Ross, Marolyn Parker — 1980
• Using Multivariate StatisticsBarbara G. Tabachnick, Linda S. Fidell — 1983
• Investigating Measures of Self-Concept.Barbara M. Byrne — 1983
• Multidimensional Self-Concepts: The Effect of Participation in an Outward Bound Program.Herbert W. Marsh, Garry E. Richards, Jennifer Barnes — 1986
• Social implications of educational groupingJames E. Rosenbaum — 1980
• Self-concept/academic achievement relations: an investigation of dimensionality, stability and causalityBarbara M. Byrne — 1986
• On the Structure of Adolescent Self-Concept.Barbara M. Byrne, Richard J. Shavelson — 1986
• Social Selection and Stratification Within SchoolsBarbara Heyns — 1974
• Selection and Allocation Within Schools: Some Causes and Consequences of Curriculum Placement.Karl L. Alexander, Edward L. McDill — 1976
• Sources of peer group homogeneity.Jere Cohen — 1977
• Social comparison in the classroom: the relationship between academic achievement and self-concept.Carl M. Rogers, Monte D. Smith, Jason Coleman — 1978
• Measuring Adolescent Self-Concept: Factorial Validity and Equivalency of the SDQ III Across Gender.Barbara M. Byrne — 1988
• Secondary school to work: Difficult transitionA. J. C. King — 1980
• Teachers and Tracking in a Comprehensive High School.Merrilee K. Finley — 1984
• Curriculum Tracking and Educational Stratification: Some Further Evidence.Karl L. Alexander, Martha E. Cook, Edward L. McDill — 1977
• The Self Description Questionnaire III: Testing for Equivalent Factorial Validity across AbilityBarbara M. Byrne — 1988
• Perceived Competence Scale for Children: Testing for Factorial Validity and Invariance Across Age and AbilityBarbara M. Byrne, Barry H. Schneider — 1988
• Self-Concept: Validation of Construct InterpretationsRichard J. Shavelson, Judith J. Hubner, George C. Stanton — 1976
• Self-esteem and educational achievement: Independent constructs with a common cause?Geoffrey Maruyama, Rosalyn A. Rubin, G. Gage Kingsbury — 1981
• Social comparison, multiple reference groups, and the self-concepts of academically handicapped children before and after mainstreaming.Louise Strang, Monte D. Smith, Carl M. Rogers — 1978

Cited by

• Self-Esteem and Religiosity: Comparison of 13- to 15-Year-Old Students in Catholic and Public Junior High SchoolsChristopher Bagley, Kanka Mallick — 1997
• The Relation of Academic Self-Concept to Motivation among University EFL Students劉慧如 — 2010
• Insights into Self-Concept of the Adolescents Who Are Visually Impaired in India.Santoshi Halder, Poulomee Datta — 2012
• The Influence of Pupils' Perceptions on Their Academic AchievementPraveena Chetty — 1996
• An exploration of the relationship between personal motivation, academic achievement, and social concepts among select groups of African-american high school malesRobert W. Woodruff — 2008
• Norms and Construct Validity of the Rosenberg Self-Esteem Scale in Canadian High School Populations: Implications for CounsellingChristopher Bagley, Floyd Bolitho, Lorne D. Bertrand — 1997
• A longitudinal study of students' academic self-concept in a streamed setting: the Singapore context.Woon Chia Liu, John Wang, E. J. Parkins — 2005
• A Study on Language Learning Strategy Use and Its Relation to Academic Self-concept: The Case of EFL Students in TaiwanHui-ju Liu, Chih-hui Chang — 2013
• The Effect of Racial Dissonance on Academic Self-Esteem and Achievement in Elementary, Junior High School StudentsBernadette Gray‐Little, Robert A. Carels — 1997
• Normative Data and Mental Health Construct Validity for the Rosenberg Self-Esteem Scale in British AdolescentsChristopher Bagley, Kanka Mallick — 2001
• Psychometric Characteristics of the Harter Self-Perception Profiles for Adolescents and Children for Use With Gifted PopulationsKathleen Moritz Rudasill, Carolyn M. Callahan — 2008
• Students' Self-Concept and Their Achievement in Basic ScienceMO Afuwape — 2011
• Adolescents’ school experience and the importance of having a “cool” mobile phone: Conformity, compensation and resistance?Mariek Vanden Abeele, Keith Roe — 2013
• An experimental study of the impact of clinical hypnosis on self-concept and self-esteem of school going childrenJignesh V. Prashnani — 2011
• The Effect of Track Changes on the Development of Academic Self-Concept in High School: A Dynamic Test of the Big-Fish-Little-Pond EffectSofie Wouters, Bieke De Fraine, Hilde Colpin — 2012
• Parental support, self-concept, motivational orientaions and teacher-student relationship, and academic competnece: an exploratory analysisMuhammad Tariq Bhatti, Wasim Qazi — 2011
• The Relationship Between Self-Esteem and Academic Achievement of Girls with Hearing Impairments in Secondary Schools for the Deaf in KenyaBeatrice Bunyasi Awori, John Kabutha Mugo, John Aluko Orodho — 2010
• Exploring Changes in Academic Self-Concept in Ability-Grouped English ClassesHui-ju Liu — 2009
• A Comparative Study of Academic Self-Concept among Lower- and Higher-Performing EFL Learners in Homogeneously Grouped English ClassesHui-Ju Liu — 2009
• EFFICACY OF ACCELERATION AND ABILITY GROUPING ON ACADEMIC ACHIEVEMENT OF GIFTED STUDENTS IN SELECTED SECONDARY SCHOOLS IN MORO LOCAL GOVERNMENT AREA, ILORIN NIGERIARasheed Alaro Adewale Hamzat — 2016

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