objectives: the present study has been conducted to determine the effectiveness of cognitivebehavioral group-therapy on the development of visually impaired adolescents' self-concept. methods: this study is a semi-experimental pre-test and post-test model. the study population consisted of visually impaired male students of the primary and secondary high school at the omid-e-mashhad educational...

Assigning students to different classes on the basis of their achievement levels (tracking, streaming, or ability grouping) is an extensively used strategy with widely debated consequences. The authors developed a model of the effects of tracking on self-concept and interest that integrates the opposing predictions of “assimilation” and “contrast” effects, which specifies teacher-assigned grade...

The present study explores the relation between academic self-concept, self-esteem, and aggression at school. Longitudinal data from a racially diverse sample of middle-school students were analyzed to explore how academic self-concept influenced the likelihood of aggressing at school and whether high self-concept exerted a different pattern of influence when threatened. Data include self-repor...

The purpose of this study was to examine students’ academic self-concept and social presence in face-toface (FTF) and online version of the same course, and to examine the effects of these two variables on student learning achievement and satisfaction. A total of 257 undergraduate students enrolled in a digital design course were randomly assigned to either of two treatments: one offered FTF in...

Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability...