ERIC Number: EJ1040224
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0278-3193
EISSN: N/A
Factors Influencing Academic Self-Concept of High-Ability Girls in Singapore
Yeo, Melissa Mui Mei; Garces-Bacsal, Rhoda Myra
Roeper Review, v36 n4 p235-248 2014
This study aimed at investigating the impact of entering high-ability classes on the academic self-concept of high-ability primary girls in Singapore. Participants in this study are 91 Primary 4 girls, 30 high-ability pupils, and 61 pupils from classes that include high-, middle-, and low-ability pupils. This study utilized a mixed-method approach. The quantitative part of the study used the Academic Self-Concept Questionnaire (ASCQ) to measure the pupils' academic self-concept before and after they were streamed into high-ability classes. Findings indicate that the high-ability learners had a statistically lower academic self-concept score after streaming, whereas no significant difference could be found between the academic self- concept scores for the pupils from the mixed-ability classes before and after streaming had taken place. Narrative interviews revealed that high-ability students experienced greater pressure because of heightened competition in class. Implications of the study for educators are discussed.
Descriptors: High Achievement, Elementary School Students, Females, Self Concept, Academic Ability, Mixed Methods Research, Questionnaires, Ability Grouping, Scores, Stress Variables, Competition, Foreign Countries, Correlation, Student Motivation, Semi Structured Interviews
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A