THE SELF‐CONCEPT of Bright Underachieving High School Students as Revealed by an Adjective Check List

Shaw, Merville C.; Edson, Kenneth; Bell, Hugh M.

doi:10.1002/j.2164-4918.1960.tb01988.x

Cited by 33 publications

(12 citation statements)

References 7 publications

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“…Others report significant correlations for males but not females (Alberti;" Epps, 1969;Kubiniec, 1970;Sears;" Shaw, Edson and Bell, 1960;and Shaw and Alves, 1963).…”

Section: Sex Differencesmentioning

confidence: 92%

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for “Causes” of Self-Concept

West¹,

Fish²,

Stevens³

1980

Australian Journal of Education

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The research on relationships between general self-concept and school achievement and between self-concept of academic ability and school achievement was reviewed. Findings are now sufficient to indicate that school achievement is "causally predominant" over self-concept of academic ability.Demographic research in regard to differences relating to sex, socio-economic status, ethnicity, race, birth order, and age was also examined. Few demographically based conclusions were found to be warranted. The primary contributing factors to self-concept of academic ability are hypothesized to be the child's actual achievement or ability; the social feedback from significant others about that achievement, dissonances between that feedback and the actual ability, and the child's comparison group.

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“…Others report significant correlations for males but not females (Alberti;" Epps, 1969;Kubiniec, 1970;Sears;" Shaw, Edson and Bell, 1960;and Shaw and Alves, 1963).…”

Section: Sex Differencesmentioning

confidence: 92%

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for “Causes” of Self-Concept

West¹,

Fish²,

Stevens³

1980

Australian Journal of Education

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show abstract

“…Shaw, Edson, & Bell, 1960;Brookover, Paterson & Thomas, 1962). Generally, these results have been explicated in terms of a theory of cognitive dissonance.…”

Section: Response To Expectationsmentioning

confidence: 95%

Expectations and the Educational Environment

Finn

1972

Review of Educational Research

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“…T h e assumption underlying the study was that in Brazil, as in the United States and elsewhere, emotional and social adjustment is a significant negative factor in school success. Researchers have found, for example, that underachievement in school work is more likely to be associated with adjustment problems than is satisfactory or high achievement (2,3,9,14,15), and that adjustment problems interfere with academic success (1,6,10,12,13). It was hypothesized that a survey of the problems of Brazilian school children would show that underachievers have more problems than overachievers.…”

Section: Emotional Problems Of Over-and Underachieving Children In a mentioning

confidence: 99%

Emotional Problems of Over- and Underachieving Children in a Brazilian Elementary School

Lindgren

Mello

1965

The Journal of Genetic Psychology

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THE SELF‐CONCEPT of Bright Underachieving High School Students as Revealed by an Adjective Check List

Cited by 33 publications

References 7 publications

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for “Causes” of Self-Concept

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for “Causes” of Self-Concept

Expectations and the Educational Environment

Emotional Problems of Over- and Underachieving Children in a Brazilian Elementary School

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