The aims of this study were: (i) to provide evidence reliability and validity regarding the dimensionality Spanish version two correlated subscales measuring Academic Self-Concept (ASC); (ii) analyze factorial invariance according sex educational level; (iii) a higher-order model from ASC subscales; (iv) predictive relationship academic engagement. An observational, descriptive, cross-sectional...

(2013). Can I master it and does it matter? An intraindividual analysis on control-value antecedents of trait and state academic emotions. (submitted). What students think they feel differs from what they really feel-Academic self-concept moderates the discrepancy between students' trait and state emotional self-reports. (2012, July). What students think they feel is different from what they re...

background: one of the factors that can improve self-concept and performance of staff is professional maturity. professional maturity can also solve the problems of self-concept. the purpose of this paper was to identify the relationship between the dimensions of self-concept and professional maturity.   materials and methods: this relative applicable study was performed on all the personnel (n...

The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German) components of students' academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a) hierarchical and multidimensional approaches to the conceptualization of each construct, (b) longitudinal analyses of bottom-up and ...

The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation o...