Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter?

Kulakow, Stefan

doi:10.1016/j.lmot.2020.101632

Cited by 39 publications

(26 citation statements)

References 50 publications

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“…Staying at home, with resources enough to maintain the normality, meant that adolescents had a higher academic self-concept, which led to higher academic performance [47]. In this sense, perceived competences are demonstrated to buffer the association between academic self-concept and goal-oriented motivation [48].…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, boys had higher levels in physical and emotional self-concept before the lockdown, while girls' emotional self-concept was correlated to support and proximity of family and peers. Males usually have higher emotional and physical self-concept, whereas females tend to have higher academic and family self-concept [19,41,46,[48][49][50][51]. Age intensifies this difference, and some aspects were revealed, such as peers' relations, academic performance or motor-perceptive skills consolidation [21,52].…”

Section: Discussionmentioning

confidence: 99%

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Analysis of Self-Concept in Adolescents before and during COVID-19 Lockdown: Differences by Gender and Sports Activity

et al. 2020

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An appeal has been issued to the scientific community to investigate physical, mental and emotional states, and pro-social behaviours during the COVID-19 pandemic. Hence, this study aims to investigate adolescents’ self-concept before and during a lockdown period in relation to gender and type/amount of physical activity or sports. The pre-lockdown sample of 366 adolescents were aged 13–17 years (M = 15.51 ± 0.65), of whom 192 (52.5%) were females and 174 (47.5%) were males. During the lockdown, the age range of the sample was 13–17 years (M = 14.57 ± 1.47), of whom 82 (60.3%) were females, and 54 (39.7%) were males. The Form-5 Self-concept Questionnaire (AF-5) was used to measure adolescents’ self-concept. There was a reduction in adolescents’ overall self-concept during the COVID-19 pandemic, which was positively associated with emotional well-being, with family and peers being essential factors in the development of an appropriate self-concept. Furthermore, girls’ self-concept, especially academic self-concept, was higher than that of boys during the lockdown. However, both physical and emotional self-concept were higher for boys than girls before the COVID-19 lockdown, although no differences were found during the lockdown. The findings reveal that physical activity was positively correlated to self-concept before and during the COVID-19 lockdown.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Analysis of Self-Concept in Adolescents before and during COVID-19 Lockdown: Differences by Gender and Sports Activity

et al. 2020

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“…As a possible explanation, the authors assume that DI can function as a motivator for all students, as the educational offers are prepared in a way that every student can be involved in learning situations rather than comparing their own performance to that of others (Roy et al, 2015). A more recent study by Kulakow (2020), which compared two learning environments, revealed that students following a competency-based DI learning approach reported higher levels of academic self-concept over students engaged with the traditional learning approach.…”

Section: Effects Of DI On Student Outcomesmentioning

confidence: 99%

DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept

et al. 2021

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In consideration of the substantial increase in students’ learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students’ academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limited to an examination of its effects on students’ achievement outcomes. Consequently, the potential impact of DI on students’ socio-emotional outcomes has, till now, received very little attention. In order to address this gap in the research, the current researchers seek to investigate the effects of DI on school students’ well-being, social inclusion and academic self-concept. Survey participants in this study included 379 students from 23 inclusive and regular classes in secondary schools in Austria. Following multilevel analyses, the results have indicated that students’ rating of their teachers’ DI practice is positively associated with their school well-being, social inclusion and academic self-concept. However, a t-test for dependent samples demonstrated that students perceive their teachers’ DI practice to be infrequent. Implications of the results along with further lines of research are also presented in this paper.

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“…This is associated with the Self-concept and Self-management classification. According to Kulakow (2020) self-concept is a multidimensional construct that refers to an individual evaluation of personal cognitive abilities in academic achievement contexts. The support of competence tends to result in increasing levels of motivation, academic performance, and wellbeing.…”

Section: ) Self-knowledgementioning

confidence: 99%

The Perceived Value of the Tec Week in the Development of Transversal Competences

Olivares¹,

Turrubiates²,

Trevino³

et al. 2021

International Conference on Education

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Currently, educational institutions have the challenge of graduating students as experts in their disciplines who have a series of competencies that will allow them to assimilate their professional identity. Tecnológico de Monterrey established the Tec Week as a mandatory framework to close the gap between academic courses and student affairs activities to develop transversal competences. Those cross-cutting competences integrate knowledge, skills, and attitudes relevant to responding, leading, and transforming an uncertain future. The present study aimed to determine the Tec Week's value in professional identity formation phases considering transversal competences There was applied a quantitative, descriptive, trans-sectional, and not experimental method. Participants were first-year students from several academic programs. A pre-test and post-test self- perception instruments were adapted from Olivares et al. (2019) to compare expectations (pre-test) from achievements (post-test) as proposed by the Expectations Confirmation Theory. Results showed that Tec Week offers development for Self-concept, Wellness and Self-awareness, Collaboration, and Diversity. The results encourage incorporating activities such as Tec Week to impact students' professional identity formation for self-care and socialization, considering an inclusive socialization environment and healthy relations during their first years. Keywords: Professional Identity Formation, Transversal Competences, Self-concept, Self-care, higher education

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Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter?

Cited by 39 publications

References 50 publications

Analysis of Self-Concept in Adolescents before and during COVID-19 Lockdown: Differences by Gender and Sports Activity

Analysis of Self-Concept in Adolescents before and during COVID-19 Lockdown: Differences by Gender and Sports Activity

DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept

The Perceived Value of the Tec Week in the Development of Transversal Competences

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