Article History: Received 12.05.2011 Received in revised form 04.08.2012 Accepted Tarih girmek için burayı tıklatın. Available online 02.04.2012 The purpose this study was to investigate academic self-concept and academic achievement among university students. The academic self-concept information among university students was collected using the Liu and Wang (2005) academic self-concept scale ...

Given its eminent role in student learning and development, it is important to understand how academic self-concept (i.e., how one perceives oneself in an academic context) is formed. Both internal and external comparisons are considered crucial antecedents: Students form their academic self-concept to a considerable extent by (externally) comparing themselves with others and by (internally) co...

The relationship between academic self-concept and academic achievement of Chicano(a) and/or Mexican American students at Colorado State University was investigated in this study. The participants included 114 undergraduate, full-time students who self-identify as Chicano(a) and/or Mexican American. The quantitative instrument utilized to measure academic self-concept was developed by Reynolds,...

A continuous interaction model was proposed to explain the relationship among daydreaming, self concept and academic performance. Daydreams were hypothesized to both influence performance and attitudes and in turn be affected by performance outcomes and self concept. A second aim of the study was to evaluate the usefulness of a semantic differential scale as a method for subjects to rate their ...

Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior self-...