Abstracts Category : Other

Add abstract

Want to add your dissertation abstract to this database? It only takes a minute!

Search abstract

Search for abstracts by subject, author or institution

Share this abstract

More Than the Looking Glass| The Associations Between School-Based Recognitions and Student Self-Concept

by Benjamin Laurence Cornell

Institution: University of California, Riverside
Year: 2017
Keywords: Educational psychology
Posted: 02/01/2018
Record ID: 2156390
Full text PDF: http://pqdtopen.proquest.com/#viewpdf?dispub=10620041


Abstract

Self-concept is related to student academic achievement and locus of control (Coleman et al., 1966), intrapersonal and interpersonal processes (Markus & Wurf, 1987), and many long-term outcomes, such as satisfaction with ones job, marriage, and life in general (Mortimer et al., 1982). Although self-concept is fairly malleable in early adolescence, it becomes more stable and rigid in high school (Bachman, OMalley, & Johnston, 1978; Protinsky & Farrier, 1980). While interventions targeting self-concept have generally been found to be successful (Hattie, 2014), the associations between specific school- based recognitions for achievement and student self-concept have yet to be investigated. Using data from the National Educational Longitudinal Study of 1988 (NCES, 1996), the following analysis investigated the associations between different school-based recognitions for achievement and students self-concept. In this study, a set of school- based recognition variables was identified and hierarchical linear modeling (HLM) analyses was used to build an ANCOVA with random effects model predicting student self-concept in the 10th grade while controlling for gender, race, socioeconomic status (SES), and prior self-concept (8th grade) scores. Results indicate support for the use of HLM statistical methods and the inclusion of the aforementioned covariates. However, none of the predictor variables from the identified set of school-based recognition variables were significantly related to self-concept when entered into the model. Implications for school psychology research and practice are presented within a multitiered systems of supports (MTSS) framework, including suggestions for the implementation of positive behavioral interventions and supports (PBIS).

Add abstract

Want to add your dissertation abstract to this database? It only takes a minute!

Search abstract

Search for abstracts by subject, author or institution

Share this abstract

Featured Books

Book cover thumbnail image
Electric Cooperative Managers' Strategies to Enhan...
by White, Michael Edward
   
Book cover thumbnail image
Bullied! Coping with Workplace Bullying
by Gattis, Vanessa M.
   
Book cover thumbnail image
The Filipina-South Floridian International Interne... Agency, Culture, and Paradox
by Haley, Pamela S.
   
Book cover thumbnail image
Solution or Stalemate? Peace Process in Turkey, 2009-2013
by Yurtbay, Baturay
   
Book cover thumbnail image
Performance, Managerial Skill, and Factor Exposure...
by Avci, S. Burcu
   
Book cover thumbnail image
The Deritualization of Death Toward a Practical Theology of Caregiving for the ...
by Gibson, Charles Lynn
   
Book cover thumbnail image
Emotional Intelligence and Leadership Styles Exploring the Relationship between Emotional Intel...
by Olagundoye, Eniola O.
   
Book cover thumbnail image
Commodification of Sexual Labor Contribution of Internet Communities to Prostituti...
by Young, Jeffrey R.
   
Book cover thumbnail image
The Census of Warm Debris Disks in the Solar Neigh...
by Patel, Rahul I.
   
Book cover thumbnail image
Risk Factors and Business Models Understanding the Five Forces of Entrepreneurial R...
by Miles, D. Anthony