Relationship Between Self-Concept, Self-esteem, Anxiety, Depression and Academic Achievement in Adolescents
نویسندگان
چکیده
منابع مشابه
the relationship between academic self-concept and academic achievement in english and general subjects of the students of high school
according to research, academic self-concept and academic achievement are mutually interdependent. in the present study, the aim was to determine the relationship between the academic self-concept and the academic achievement of students in english as a foreign language and general subjects. the participants were 320 students studying in 4th grade of high school in three cities of noor, nowshah...
Correlation between self-concept and academic achievement of students
Introduction: Nowadays the most important problem of our educational system is educational subsidence phenomenon. Therefore knowing factors which improves education and prevents is of special importance. Self-concept is among factors studied a lot. Many studies indicate a direct relationship between self-concept and educational subsidence but some experts doubt the direct relationship of...
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The purpose of this research is to study the relationship between self- esteem, creativity, and the academic achievement among high school students (adolescences). The statistical sample is 8o high school students. Two questionnaires were used: Self- esteem and Creativity. Cooper Smith self-esteem Questionnaire and Torston. Milenjer creativity Questionnaire(CREE). The results show there is not ...
متن کاملThe Relationship between Perfectionism and Academic Achievement, Depression and Anxiety
Objective: In Iran few studies have investigated the association among the dimensions of perfectionism with the academic achievement and other psychopathologies, such as depression and anxiety. This study has investigated these relationships in an Iranian school-age sample. Methods: Using multistage cluster random sampling, 793 students completed the questionnaire anonymously in the classroom i...
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The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) ...
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ژورنال
عنوان ژورنال: Journal of Applied Sciences
سال: 2007
ISSN: 1812-5654
DOI: 10.3923/jas.2007.995.1000