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Two studies examining the role of present and possible (future) academic selves are presented. In the first study, the relations between present and future selves, and changes in grade point average between the sixth and seventh grades, were examined. Results indicated that positive present and future academic self-concepts were related to positive changes in grade point average. In addition, when adolescents' present academic selves were higher than their future academic selves, GPA increased; whereas, when present social selves were higher than future social selves, GPA decreased. In the second study, using a different sample, the relations between present and future selves, and mastery and performance-approach achievement goals were examined. Results indicated that a present good-student self-concept was related positively to both performance and mastery goals whereas a future good-student self-concept only was related positively to performance goals. A factor analysis was used on the first study. Path analysis was used to model the relationships between demographic and self variables in the second study. Results are discussed in a context of changes in academic performance and motivation during the middle school years. (Author/EMK)

Descriptors: Academic Achievement, Grade Point Average, Grade Prediction, Grade 6, Grade 7, Intermediate Grades, Junior High School Students, Junior High Schools, Learning Motivation, Mastery Learning, Performance, Preadolescents, Self Concept











Autor: Anderman, Eric M.; Anderman, Lynley Hicks

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9000&id=ED419205







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