Correlates of low academic attainment in three countries

Robinson, W. P.; Tayler, Carol Ann

doi:10.1016/0883-0355(89)90042-6

Cited by 14 publications

(10 citation statements)

References 11 publications

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“…However, other studies by Robinson and colleagues (Robinson and Breslav 1996;Robinson and Tayler 1991) arrive at different conclusions. In a study with 150 students from three different countries (England, France and Japan), Robinson and Tayler (1991) show that students who are underachieving display lower levels of self-esteem.…”

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confidence: 67%

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Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure

Peixoto

Almeida

2010

Eur J Psychol Educ

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Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students' global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an acceptable level. The participants were 955 adolescents in the 7th, 9th and 11th grades at four secondary schools in Lisbon. Three hundred fifty-two of these students had retaken a year at least once in their school careers, whilst 603 had never done so. We collected the data using both a self-concept scale and a scale for evaluating attitudes towards school. Results show that self-esteem is maintained through positive self-representations in non-academic facets of self-concept and/or by devaluing school-related competences. They also show that younger students are less likely to maintain self-esteem by devaluing the school experience.Résumé Les travaux de recherche sur la relation entre l'estime de soi et les résultats scolaires montrent que les élèves ayant réussite scolaire ne présentent pas des autoreprésentations globales plus positives que les élèves en situation d'échec, malgré le fait que leurs autoreprésentations académiques soient différentes. Dans cette étude nous avons analysé les stratégies que les élèves en situation d'échec scolaire utilisent pour maintenir l'estime de soi dans des niveaux acceptables. Dans cette recherche ont participé 955 adolescents du 7ème, 9ème et 11ème années de scolarité, de quatre écoles d'enseignement secondaire de Lisbonne. De ceux ci, 352 ont redoublé au moins une fois dans leur passée scolaire, tandis que 603 n'ont jamais redoublé. Pour recueillir les données nous avons utilisé une échèle pour évaluer le concept de soi et une autre pour évaluer les attitudes par rapport à l'école. Les résultats montrent que les élèves maintiennent leur estime de soi à travers des autoreprésentations positives dans Eur J Psychol Educ (2010) 25:157-175 DOI 10.1007 des domaines non-académiques du concept de soi et/ou à travers la dévalorisation des compétences associés à l'école. Les résultats mettent, aussi, en évidence que chez les élèves plus jeunes l'estime de soi n'est pas maintenue à travers des stratégies qui font appel à une dévalorisation de l'expérience scolaire.

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confidence: 67%

“…In a study with 150 students from three different countries (England, France and Japan), Robinson and Tayler (1991) show that students who are underachieving display lower levels of self-esteem. Robinson and Breslav (1996) obtained similar results with a sample of 504 Lithuanian adolescents.…”

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confidence: 99%

Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure

Peixoto

Almeida

2010

Eur J Psychol Educ

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“…The Attitude towards School Scale was constructed on the basis of Robinson and Tayler's (1991) scale of attitudes towards school and school-related activities.…”

Section: Tasks and Proceduresmentioning

confidence: 99%

Self-esteem and Academic Achievement Among Adolescents

Martins¹,

Peixoto²,

Pereira³

et al. 2002

Educational Psychology

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“…Most of the questions posed are of recent origin and their use has been confined to the current authors and colleagues. However, they have been shown to have discriminatory power between English, French and Japanese pupils in comprehensive ways (Robinson and Tayler, 1989), and between anti-social and pro-school pupils in England (Robinson and Tayler, 1986). Scores on the questionnaires correlate with national secondary school examination results (Robinson and Tayler, in press).…”

Section: Discussionmentioning

confidence: 98%

“…In a recent cross-cultural study, Robinson and Tayler (1989) claim to show that English pupils who see themselves as low attainers are significantly lower than their French and Japanese peers in terms of both their involvement with their school activities and in their self-regard -their morale is lower. While that study focused on the bottom quartile of self-perceived academic competence, the comparatively lower morale may well extend further up the achievement scale.…”

Section: Introductionmentioning

confidence: 94%