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Relevant bibliographies by topics / Self-Concept; Academic Achievement / Dissertations / Theses

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Dissertations / Theses on the topic 'Self-Concept; Academic Achievement'

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Published: 3 June 2025

Last updated: 31 July 2025

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1

Ellingsen, Victor J. "Academic self-concept under typical and maximal environmental press." Thesis, Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47690.

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Academic self-concept (ASC) refers to one's beliefs about himself or herself in academic situations. ASC has been found to be moderately correlated with academic performance when ASC and academic outcome measures are in the same domain and at the same level of specificity. It was hypothesized that differentiating between ASC under typical versus maximal environmental press may increase its predictive validity by providing further specificity to items and thus greater reliability to ASC scales. In this study, a battery of assessments was administered to Georgia Tech undergraduates in order t

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2

Oliver, Leola Lanette. "Linking self-concept, social comparison and academic achievement in preadolescents." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556876.

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<p> A wide body of literature exists on the relationship between childhood and adolescent self-concept and achievement (Molloy, Gest, & Rulison, 2011; Trautwein, Ludtke, Marsh, & Nagy, 2009); however, few studies explore the extent to which other socio-psychological processes interact with these 2 variables. Many studies point to parent and teacher feedback as critical factors in the development of self-evaluative processes in children, but there is an absence of literature exploring the extent to which perceptions of peer achievement and social interactions may predict self-concept (A

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3

Boyle, Mary O. "Personality and interest predictors of academic self-concept." Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/28645.

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4

Haddigan, Nanci. "The effects of arts education on academic achievement and self-concept." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Haddigan_N%20MITthesis%202007.pdf.

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5

Areepattamannil, Shaljan. "Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in Greater Toronto Area (GTA) secondary schools." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/1088.

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6

Larocque, Lisa. "Preadolescent self-concept and self-concept/academic achievement relations, investigating multidimensional and hierarchical structures within and across gender." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0016/NQ46529.pdf.

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7

Yang, Lan, and 杨兰. "Enhancing academic self-concept and academic achievement of vocationalstudents: a longitudinal intervention studyin mainland China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329873.

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While much is known about the achievement of high ability students, much less research has focused on their lower ability peers. In addition, although academic self-concept, locus of control and learning approaches have been demonstrated to be important personal variables that influence learning outcomes, less effort has been made to integrate these variables simultaneously to understand the complexity of low-achievement. The present research aimed to not only identify key causes of the low-achievement of academically disadvantaged students, but also provide appropriate and productive enhance

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8

Bissonnette, J. T. "Predicting academic achievement, the role of self-concept and the home environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/MQ52515.pdf.

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9

Jones, Kamio Ayisha. "EFFECTS OF RACIAL IDENTITY ON THE ACADEMIC ACHIEVEMENT OF BIRACIAL STUDENTS WITH ACADEMIC SELF CONCEPT AS A MEDIATOR." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3744.

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The current study investigated the relationship between racial identity and academic achievement of biracial high school students and whether academic self-concept mediated the relationship. Data from the National Institute of Child Health and Development- Study of Early Child Care and Youth Development was examined. A structural equation model with two groups was used to assess if academic self-concept is a mediator for the relationship between racial identity and academic achievement. Results suggest that academic self-concept in Math or English did not mediate the relationship between racia

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10

Bacon, La Shawn Catrice. "Academic self-concept and academic achievement of African American students transitioning from urban to rural schools." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1198.

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The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to rural school environments and to understand how such moves influenced their academic performance and academic self-concept. Gender and length of time since transition were also considered. The sample consisted of 101 African American middle school/junio

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11

Valentine, Jeff C. "The relation between self-concept and achievement : a meta-analytic review /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025656.

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12

Smith, Kenneth H. "The self-concept and verbal academic achievement of primary and secondary student teachers /." Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00000222.

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13

Le, Grand Alison J. "Gender differences in children's academic self-concept and achievement in math and reading." Thesis, Northern Arizona University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745464.

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<p> The purpose of this study was to explore gender differences in self-concept and achievement in math and reading among elementary-aged students. Research questions were constructed to explore (a) within-group differences of boys and girls in terms of their math and reading self-concepts and achievement scores, (b) between-group differences of boys and girls in areas of math and reading self-concept and achievement, and (c) the predictive utility of gender, math and reading self-concept, and the interaction of gender and math and reading self-concept in relation to math and reading achievem

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14

Al-Maneea, Othman Abdulaziz. "Self-concept and academic achievement of secondary school boys in Riyadh, Saudi Arabia." Thesis, University of Bristol, 1990. http://hdl.handle.net/1983/2363ed19-2026-4f04-8912-944468b6158a.

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The present study has set out to investigate the relationship between self-concept and academic achievement in Saudi Arabia, and to seek answers for the questions raised concerning the relationship between the self-concept variables (the independent variables), global self-concept, academic self-concept, motivation and attitude; and academic achievement (the dependent variable) as measured by examination marks at the end of the intermediate stage and the first term of the secondary stage. A stratified random sample of 536 secondary school boys from Riyadh, Saudi Arabia, was selected and a batt

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15

Gecevis, Ann V. "Outdoor challenge programs in middle school : effects on self-concept and achievement." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290970.

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16

Pullin, Paul Rance. "Predicting reading achievement based upon the relationship between students' self-concept and mental ability." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186443.

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The purpose of this research effort was to determine the predictability of reading achievement based upon the relationship existing between students' self-concept and mental ability. The impact of student grade level on the predictability of reading achievement was also analyzed. The research was done in a multi-dimensional manner by considering the relationship between self-concept and achievement; the relationship between self-concept and mental ability; the relationship between achievement and mental ability; and the relationship between self-concept, academic achievement, and mental abilit

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17

Emenheiser, David E. "Relations between Academic Achievement and Self-Concept among Adolescent Students with Disabilities over Time." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557494.

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<p> Previous literature suggests that academic achievement and self-concept among adolescents in the general education population are positively related (e.g., Huang, 2011). For students with disabilities, however, the correlation between academic achievement and self-concept is sometimes negative and non-significant (Daniel & King, 1995; Feiwell, 1997; Houck & Houck, 1976; Young, 1990). Limited research has investigated the relations between academic achievement and self-concept of students with disabilities and few studies consider this relation over time. This study design included

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18

Barry, Christine T. "The relationship among domains of self-concept and academic achievement in learning disabled children." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762983.

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The purpose of this study was to examine the relationship among specific domains of self-concept and domains of academic achievement for learning disabled children. Subjects were 109 intermediate grade students attending public schools in Indiana. All subjects had been classified by their school districts as LD and were currently receiving resource room services. Additionally, the relationship between actual self-concept scores and inferred self-concept scores was explored by asking resource room teachers to complete the Self-Description Questionnaire-1 (SDQ-1) as they believed each of their s

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19

Broyles, Jim. "An examination of the self concept and academic achievement in a newly coeducational environment /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777901658915.

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20

Bobo, Morgan. "The associations between parent attitudes and behaviors and child self-concept and academic achievement." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1829.

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The objective of this study was to evaluate associations between parent academic expectations/aspirations and involvement behaviors, academic achievement, and academic self-concept among youth in elementary school. Measures include: the Scale of Educational Aspirations and Expectations for Adolescents, the Parent Report of Home-based and School-based Involvement Activities Scales, the Self-Description Questionnaire I, and the Illinois Standards Achievement Test. A total of 55 fourth or fifth grade children enrolled in one of two rural Midwestern elementary schools and their parents particip

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21

Malarczyk, Barbara Beth. "Academic achievement and self-concept of military adolescents attending Canadian Department of National Defence Schools." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29366.

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This study investigated the relationship between scholastic performance and self-concept of grade ten military dependants, and three selected variables in the military environment. The sample consisted of 119 tenth-grade students from seven Canadian military bases: six in Canada and one Defence base in Germany. Criterion variables were reading comprehension mathematics achievement, written expression and self-concept. Predictor variables were geographic mobility, father absence due to assignment, and military status. The sample was stratified by gender for data analysis. The performance of t

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22

Sin, Kuen-fung. "Self-concept amongst high and low achievers in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627097.

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23

Chessor, Danuta, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "The impact of grouping gifted primary school students on self concept, motivation and achievement." THESIS_CAESS_EDU_Chessor_D.xml, 2004. http://handle.uws.edu.au:8081/1959.7/460.

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The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted and talented primary school children in a variety of groupings. An initial study of two groups was used. The experimental group consisted of 24 gifted and talented students in a homogenous class of gifted and talented students in a primary school in Metropolitan area of Sydney. The group consisted of 13 boys and 11 girls aged between 9-12 years. The comparison group was matched for age, gender and IQ and attended mixed ability classes in four local primary schools. Each gro

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24

Razmjoee, Maryam. "Classroom assessment adjustments, academic achievement, academic wellbeing: a mixed methods study of australian secondary school students with and without disabilities." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/680024b4711da8cc38cabe6daaf7dc9e6836c063b678b7e040e7d19e0527d12c/6772219/Razmjoee_2021_Classroom_assessment_adjustments_academic_achievement_academic_%5BREDACTED%5D.pdf.

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This mixed methods study examined the relationship between academic achievement and academic wellbeing for students with and without disabilities, and the effect of the provision of assessment adjustments on achievement and academic wellbeing for students with disabilities, in Australian mainstream secondary schooling. The study is framed through the biopsychosocial model of disability and social-cognitive theory, emphasising the interactional nature of disability with personal and environmental factors. Although correlational studies examining relationships between achievement and academic w

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25

Hulecki, Mary Beth. "The relationship between increased physical fitness and learning disabled children's self-concept, anxiety, and academic achievement." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558374.

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The purpose of the study was to determine the relationship between increased physical fitness and learning disabled student's self-concept, anxiety level. and academic achievement. 34 learning disabled students in seventh arr. eighth grade (X age = 14 years, 7 months) were divided equally into comparison and treatment groups. For six weeks, the comparison and treatment groups maintained similiar class schedules with the exception that the treatment group was assigned to a physical education class where the students would partake in an aerobic exercise program (i.e. running and aerobics) and th

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26

Avila, Jose Manuel. "The relationships among gifted program placement, self -concept, and academic achievement of gifted ninth-grade students." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2437.

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Previous research has documented a link between the self concept and academic achievement of gifted children. The purpose of this study was to examine the relationships between self concept and academic achievement of ninth grade gifted students who participated in two types of gifted programs (gifted classes versus enrichment programs) from fourth to sixth grade. In addition, this study sought to determine whether there are any differences in these relationships by continued participation in gifted programs, ethnic groups, and gender. The target participants were 105 ninth grade students, of

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27

Leondari, Angeliki. "Academic achievement, self concept, and locus of control in special and regular Greek primary school children." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10007420/.

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Recently and despite definitional problems, a clearly identifiable group of children has emerged characterized as 'learning disabled' for which programming and hence specialized services are being made available in the Greek state school setting. A more complete description of these children seems necessary in order to find out if and how they differ from other children in personality and whether their academic difficulties have created unique problems for them. The purpose of the present study was, then, to empirically investigate the comparative differences in measures of self-concept (acade

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Shelton, Nickeda D. "Overweight and obese African American elementary school children : the relationship between self-concept and academic achievement /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1627891671&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1245257857&clientId=22256.

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29

Chessor, Danuta. "The impact of grouping gifted primary school students on self concept, motivation and achievement." Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/460.

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The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted and talented primary school children in a variety of groupings. An initial study of two groups was used. The experimental group consisted of 24 gifted and talented students in a homogenous class of gifted and talented students in a primary school in Metropolitan area of Sydney. The group consisted of 13 boys and 11 girls aged between 9-12 years. The comparison group was matched for age, gender and IQ and attended mixed ability classes in four local primary schools. Each gro

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30

Oliveira, Diana Alexandra da Silva. "Autoconceito, autoestima e rendimento académico em alunos do 11º ano de escolaridade nos cursos de ciências e tecnologias e cursos profissionais." Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/5014.

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Dissertação apresentada à Universidade Fernando Pessoa, como parte dos requisitos para a obtenção do grau de mestre em Psicologia, ramo de Psicologia da Educação e Intervenção Comunitária<br>O insucesso escolar ainda afeta muitos jovens em Portugal. A autoestima e o autoconceito têm suscitado um forte interesse para a Psicologia da Educação e sempre aliados aos resultados escolares dos alunos, pois são variáveis que podem influenciar esses mesmos resultados. A escolaridade obrigatória trata-se de outro ponto fulcral na motivação para o sucesso académico dos alunos estando esta associada às trê

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31

Caplan, Sheryl Mink. "Family and Self-concept Factors Contributing to the Adjustment and Achievement of Early Entrants." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279103/.

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The purpose of this study was to investigate the role of students' self-concept and their perceptions of family environment in the psychosocial adjustment and academic achievement of accelerated college students in a residential program. A secondary purpose was to investigate the differential role of those factors for students of diverse ethnic backgrounds.

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32

Diehl, Jessica M. "The relation of elementary students' academic self-concept of reading to grade level, achievement, and teacher perceptions /." Online version of thesis, 2010. http://hdl.handle.net/1850/12316.

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33

Lloyd, Howard. "THE IMPACT OF RACIAL IDENTITY, MASCULINITY, AND ACADEMIC SELF-CONCEPT ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALE HIGH SCHOOL STUDENTS." UKnowledge, 2013. http://uknowledge.uky.edu/edp_etds/16.

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Previous literature has evidenced that young African American males are experiencing less academic success than their Caucasian male and African American female counterparts (Davis, Williams, & Williams, 2004; Flores, 2007). The deceleration of achievement in this population has spawned some inquiry into the struggles of African American students. However, investigators have primarily examined differences in sex, school attributes, socioeconomic status, family structure, and other external factors. Previous research has also highlighted the unique obstacles young African American men face in e

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34

Johnson, Scott R. "The effects on extracurricular participation of academic achievement, self concept, and locus of control among high school students." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1772.

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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains xix, 205 p. Vita. Includes abstract. Includes bibliographical references (p. 179-194).

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35

Chessor, Danuta. "The impact of grouping gifted primary school students on self concept, motivation and achievement /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051013.091203/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2004.<br>"A dissertation submitted in fulfilment of the requirements for the degree of Doctor of Philosophy at University of Western Sydney" Bibliography : leaves 148-173.

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Li, To-hung. "Relationship between social support, self-concept and academic attainment of students in a Cheung Chau secondary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21367905.

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37

Castor, Stacey E. "Locus of control and self-concept in achieving and underachieving gifted students." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036812.

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The purpose of this study was to investigate the relationship between locus of control and achievement, and between self-concept and achievement in achieving and underachieving gifted students. The subjects were fourth, fifth, and sixth grade students in the Anderson Community Schools who were currently participating in the gifted program, or who had been screened for the program, but were not currently participating. The schools that participated in the study represented a cross section of the socio-economic, cultural, and racial composition of the city. The participating subjects had receive

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38

Riley, Melissa K. "The influence of achievement motivation, academic self-concept and the student teacher relationship in predicting school engagement." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/121.

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School engagement has garnered interest in the academic research as a protective factor from many undesirable academic outcomes in high school. Maladaptive engagement patterns may begin to form as early as elementary school, therefore examining early predictors may be helpful in trying to identify and remedy early patterns of disengagement. The current study investigated the significance of early school motivation, academic self-concept and the student-teacher relationship in predicting student-reported school engagement at the age of 15 after controlling for race, gender, socioeconomic status

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39

Short, Timothy Wayne. "Effects of acculurative stress and coping on academic self-concept in minority children." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1700.

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McCarty, Betty M. Carlson. "The Effect Of Kindergarten Nonpromotion Of The Developmentally Immature Child On Self-Concept, Peer Acceptance, Academic Attitude, Classroom Adjustment And Academic Achievement." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3180.

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The purpose of this study was to investigate the effect of a second year in kindergarten on the self-concept, peer acceptance, academic attitude, classroom adjustment, and academic achievement of children who were identified by their kindergarten teacher as developmentally unready for first grade. The ex post facto study, which was conducted in a large school district in northern California, was unique in its longitudinal nature. Whereas other studies looked at subjects over a 2 or 3 year period, no other study was found that examined the effects of kindergarten nonpromotion over an 8 year spa

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King, Kathryn Claire. "Underprepared community college students the role of academic self-concept and sense of belonging in developmental education /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Dept. of Higher, Adult, and Lifelong Education, 2008.<br>Title from PDF t.p. (viewed on Mar. 30, 2009) Includes bibliographical references (p. 125-138). Also issued in print.

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Drew, Lai Po-yin Miranda. "Towards a model of learning outcomes for Hong Kong Chinese tertiary students : a casual modeling investigation of attributions, self-concept, learning approaches and achievement /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20294189.

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Wylie, John Richmond. "The Influence of self-concept on non-traditional student persistence in higher education /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060511.160334/index.html.

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Thesis (PhD) -- University of Western Sydney, 2004.<br>"A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy." Includes bibliographical references and appendices.

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Giordanella, Kathleen B. "Self-concept in individuals with learning disabilities : influence of educational placement /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974783.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Typescript; issued also on microfilm. Sponsor: Linda Hickson. Dissertation Committee: Dennis Mithaug. Includes bibliographical references (leaves 100-107).

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Bounds, Patrice Sheri Robinson. "Examining the relationship between career decision self-efficacy, ethnic identity, and academic self-concept and achievement of African American high school students." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4948.

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The exploration of African American adolescents' career development has gained increasing attention in light of literature describing various barriers impacting their educational and career development and goals. Social Cognitive Career Theory (SCCT) was used as a theoretical framework to help shed light on the contextual factors that influence their career development. This study examined the relationship between career decision self-efficacy, ethnic identity, academic self-concept, and achievement of African American high school students. The sample consisted of African American high school

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Blanco, Pedro J. "The impact of school-based child centered play therapy on academic achievement, self-concept, and teacher-child relationship stress." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9933/.

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This study examined the effectiveness of child centered play therapy (CCPT) with academically at-risk 1st graders. In this quasi-experimental design, twenty-one 1st grade students were assigned to the experimental group and 20 students were assigned to the no treatment control group. The children in the experimental group received two 30 minute play therapy sessions per week for the duration of eight weeks. Three hypotheses were analyzed. A two-factor repeated measures analysis of variances (SPANOVA) were performed on each dependent variable to determine if the experimental group performed di

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47

Leung, Wai-cheung Ricky. "The effects of academic self-concept, gender and family variables on school achievement, with special reference to junior secondaryunderachievers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789849.

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Ting, Kwong-fat Tony. "A study of the self-concept of resource class students in the context of Hong Kong." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597547.

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Blanco, Pedro J. Ray Dee C. "The impact of school-based child centered play therapy on academic achievement, self-concept, and teacher-child relationship stress." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9933.

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50

Campbell, Jennifer Lea. ""My Teacher Says I'm an Overachiever, but I Think He's an Overexpecter" : Teacher Expectations, Self-Concept, and Academic Success." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4546.

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This study explores the relationship between student judgments of teacher expectations and academic success, student self-concept and academic success, and student judgments of discrimination experiences and academic success. In the winter of 2018, a sample of 176 communication students at a northwestern university completed revised versions of the Teacher Treatment Inventory (TTI) and the Self-Description Questionnaire III (SDQ III), as well as the original Everyday Discrimination Scale (EDS). College-age students found the TTI confusing, and many participants said they did not have a relatio

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