ERIC Number: EJ1020322
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
A Model of Academic Self-Concept: Perceived Difficulty and Social Comparison among Academically Accelerated Secondary School Students
Wilson, Hope E.; Siegle, Del; McCoach, D. Betsy; Little, Catherine A.; Reis, Sally M.
Gifted Child Quarterly, v58 n2 p111-126 Apr 2014
Academic self-concept predicts students' future goals and is affected by a student's relative success compared with his or her peer group. This exploratory study used structural equation modeling to examine the contributions of the perceived level of difficulty of the curriculum, in addition to the contributions of social comparison and achievement in schoolwork, to academic self-concept among students enrolled in advanced coursework. Along with school achievement, perceived difficulty and social comparison also predicted academic self-concept. The final model indicated that students differentiate between learner self-concept, which is how students perceived their ability to understand new ideas or knowledge, and student self-concept, which is how they perceived their abilities to succeed in school-related tasks. Of these two constructs, student self-concept was a better predictor of future goals; however, the overall effect was small.
Descriptors: Academically Gifted, Self Concept, Academic Ability, Structural Equation Models, Student Attitudes, Acceleration (Education), Secondary School Students, Academic Achievement, Goal Orientation, Student Motivation, Negative Attitudes, Predictor Variables, Measures (Individuals), Student Surveys, College Entrance Examinations, Likert Scales, Grade Point Average, Advanced Placement, Difficulty Level, Social Influences
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: SAT (College Admission Test)
Grant or Contract Numbers: N/A