Academic achievement, self concept, and locus of control in special and regular Greek primary school children

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 (academic and general), locus of control and causal attributions in Special and Regular Class primary school children, in Greece. 424 children enrolled in the third through sixth primary school grades served as subjects. The sample was drawn from state schools located within the three educational districts in the county of Attiki. There were 72 Special Class, and 352 Regular Class children. The Regular Class children were classified as Low Achievers (LA) and Normal Achievers (NA) on the basis of their school grades. Three self report questionnaires were used; the Perceived Competence Scale for children (PCS), and the Self Description Questionnaire (SDQ) were used to measure academic self-concepts and global self-esteem. The two cognitive competence scales from the PCS and the two subject-specific scales from the SDQ were used to assess children's perceptions of their academic abilities. Global self-esteem was measured by a scale from the PCS. The Intellectual Achievement Responsibility Questionnaire (IAR) was used as a measure of locus of control and causal attributions. Teacher ratings of academic performance in Reading and Maths and a Mathematics Test prepared by the researcher were used as achievement measures. The primary independent variable was group inclusion and school achievement. In addition sex and age differences were investigated. Results showed significant and consistent between group differences. Special Class children were found to differ significantly from Normal Achievers on academic self- concepts and global self-esteem. There were also significant differences between Low and Normal achievers on academic self-concepts but not on global self-esteem. Special Class children differed from the other two groups on their locus of control orientation and attributional patterns as well. They attributed both their successes and their failures to external factors, thus fitting the picture of 'learned helplessness'. Low achievers seem to hold the same attributional patterns as Normal Achievers, attributing their successes to their efforts and their failures externally. Suggestions are made that this is likely to be due to societal pressures. Developmental differences were evident in relation to locus of control, with older children showing greater internality. There were also age differences in relation to Perceived Competence Evaluation (PCE), in Special Class children, implying that this group of children develop more negative academic self-concepts as they grow older. Results seem to suggest that academic underachievement accompanied by Special Class placement had a substantial effect on children's academic self-concept, global selfesteem and pattern of attributions

Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics

The aim of the study was to investigate the relationships between elementary students' reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifthand sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies they use to self-regulate mathematics learning, their achievement goals in relation to mathematics, their self-efficacy concerning mathematics learning and achievement, the value they attribute to mathematics as a subject domain and their enjoyment of mathematics learning. Structural equation modelling confirmed a mediation model, that is, students' mathematics self-efficacy, value beliefs about mathematics and enjoyment mediated the effects of achievement goals on reported strategy use. Results are discussed in terms of implications for elementary students' self-regulated learning skills

Reaching for the future: The education-focused possible selves of low-income mothers

This chapter describes the educational possible selves of low-income mothers as they make the transition from welfare to work.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/56083/1/255_ftp.pd

An international study of correlates of women's positive body image

Positive body image (PBI) has received attention in the recent research literature. Despite this, its role in daily functioning in different cultural contexts, particularly its potential relationship with academic outcomes, is still lacking. This study aimed to offer an international perspective on the association between PBI and body mass index (BMI), perceived academic achievement, and educational aspirations, as well as the mediating role of self-esteem. A cross-national study was conducted in eight European countries with a total of 2653 female university students. Participants completed an online survey measuring PBI (conceptualized as body appreciation), self-esteem, perceived academic achievement and aspirations, and body mass index (BMI). Results revealed differences in PBI between countries (low magnitude). PBI correlated negatively with BMI in all national groups (low-to-moderate magnitude). Mediation analysis showed that self-esteem mediated the association between PBI and academic variables. Findings from this study suggest that building students' self-esteem and PBI can be a suitable way to boost academic success

An International Study of Correlates of Women's Positive Body Image

Positive body image (PBI) has received attention in the recent research literature. Despite this, its role in daily functioning in different cultural contexts, particularly its potential relationship with academic outcomes, is still lacking. This study aimed to offer an international perspective on the association between PBI and body mass index (BMI), perceived academic achievement, and educational aspirations, as well as the mediating role of self-esteem. A cross-national study was conducted in eight European countries with a total of 2653 female university students. Participants completed an online survey measuring PBI (conceptualized as body appreciation), self-esteem, perceived academic achievement and aspirations, and body mass index (BMI). Results revealed differences in PBI between countries (low magnitude). PBI correlated negatively with BMI in all national groups (low-to-moderate magnitude). Mediation analysis showed that self-esteem mediated the association between PBI and academic variables. Findings from this study suggest that building students' self-esteem and PBI can be a suitable way to boost academic success

Being Mum’s Confidant, a Boon or Bane? Examining Gender Differences in the Association of Maternal Disclosure with Adolescents’ Depressive Feelings

This article reports on a longitudinal study investigating gender differences in the association between maternal disclosure and adolescents’ depressive symptoms. Little research has examined the relationship of parental disclosure to adolescents’ depressive symptoms and research on sex differences is particularly lacking. In a sample of 428 families with a mean age of 13.36 (52% female) of the target adolescents, maternal and children’s disclosure and depressive symptoms were assessed twice with an interval of 4 years. Controlling for the quality of the parent–child relationship and levels of maternal depressive symptoms, the analyses revealed an interaction effect for child’s gender, moderating the effect of maternal disclosure on adolescents’ depressive symptoms. Higher levels of maternal disclosure were accompanied by lower levels of depressive symptoms in girls and higher levels of depressive symptoms in boys. Gender differences in socialization, communication, individuation and social networks might explain why daughters and sons are differently affected by maternal disclosure

The importance of body image for the psychological health of young men and women: Counseling interventions

Body image is considered a central aspect of the self and a factor influencing considerably people's psychological health. Recently an increasing number of research studies focus on body image because of its alleged association with eating disorders and the widespread prevalence of body dissatisfaction. Until recently negative body image was considered a problem which influences females much more than males, not only because men base their social status on other areas but also because the male pictures portrayed in the media were comparable with the average male. Nevertheless, today there is enough evidence that men have started to occupy themselves extensively with their body image and that body dissatisfaction is growing substantially among young males. Consequently, we could assume that there is a change from the view that body image is a characteristic female concern to the view that it is a central aspect of the psychological function of both men and women. The thin ideal for women and the muscular body ideal for men, as well as the degree to which young people feel satisfied with their bodies has consequences on their self-concept, self-esteem and their social behaviour, as well as their physical health. Therefore, it is important to understand the problems associated with body image not only for intervention efforts but for successful prevention as well

Academic achievement, self-concept, locus of control in `special' and `regular' Greek primary school children

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