The present study examines the relative role of three distinct types of peer relationships (reciprocated friendships, frequent interactions, and shared group membership) in within-year changes in academic self-concept and engagement before and after the transition to middle school (fifth and seventh grade). In a series of linear regression analyses, main effects of each peer type’s academic sel...

The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year co...

BACKGROUND & OBJECTIVES The relationship between obesity and self perception, particularly in children and young adults has important implications for physical and psychosocial health and well-being. A better understanding of this relationship could help target psychology services and public health strategies more effectively. The aim of the present study was to assess the effect of body mass i...

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) ...

unidimensionality of a multi-faceted, hierarchical model of self-concept using the Extended Logistic Model of Rascb. The multi-faceted hierarchical model contained three 1s t order facets, each composed of three 2 nd order facets. Academic self-concept consists of Capability, Perceptions of Achievement and Confidence in academic life: Social self-concept consists of Same-sex peer, Opposite-sex ...

This study takes a second look at the “big-Wsh-little-pond eVect” (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-Wsh-little-pond eVect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329). The rean...