No description available.

No description available.

Zeng, Xihua. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 129-149). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendixes in Chinese.

The purpose of this study was to investigate the relationship between self-concept and academic achievement. The subjects were 10th grade male and female pupils in the Taung Central Education circuit in the Northwest Province of South Africa. All the eight secondary schools in the circuit participated in this study. The researcher administered a self-designed 5-point Likert type self-concept scale to a sample of 296 respondents, to measure of both general and academic self-concept. The subjects' academic scores were extracted from the schools' examination records. The Pearson product-moment coefficient of correlation was used to measure the size of the relationship between the research variables. Research findings revealed that: There is a positive relationship between academic achievement and self-concept. There is a positive relationship between academic achievement and academic self-concept. The relationship between academic achievement and general self-concept is stronger than the relationship between academic achievement and general self concept. / Theses (M. Ed.) North-West University, Mafikeng Campus, 2005

Thesis (Ph. D.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 325-347).

Thesis (Ph.D.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 325-347) Also available in print.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

In past gender identity research, little attention has been paid to the determinants of the various dimensions of gender identity (felt pressure for gender differentiation, gender contentedness, and within-gender typicality). This study examined whether children’s self-perceptions and social behaviors influence changes in gender identity over time. One hundred and ninety-five fourth- through seventh-graders completed self-report and peer-report questionnaires during the fall and spring of a school year. This study found that both felt pressure for gender differentiation and within-gender typicality are fluid, rather than stable, constructs during childhood. It also found that sex plays a significant role in not only which constructs influence gender identity, but which components of gender identity are influenced. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2013.

Thesis (Ph. D.)--University of Notre Dame, 2003. / Thesis directed by David A. Cole for the Department of Psychology. "December 2003." Includes bibliographical references (leaves 49-58).

One criticism of previous work in the field of adolescent development has been the paucity of research examining the unique and combined contributions of different developmental contexts on adolescents' functioning. In an attempt to address this issue, the current study examined adolescents' perceptions of autonomy and relatedness within parent, peer, and school contexts in relation to school functioning and psychological adjustment. Adolescents (N = 478) in Grades 8, 9, and 11 completed self-report questionnaires assessing feelings about their relationships with parents and peers, and perceptions of school. Teachers completed ratings of adolescents' strengths and competencies. Academic achievement was assessed using end of year school grades. Results revealed several significant gender and grade differences. Whereas girls reported greater deidealization of their parents and peers, and higher quality of attachment to peers than did boys, boys- reported being less dependent on their peers than did girls. Overall, adolescents in grade nine were more dependent on their peers and reported more trust and communication in their peer relationships than did adolescents in grade eight. Correlational results indicated that school functioning was positively associated with school autonomy, parental attachment, peer attachment and school belonging, and that problems in psychological adjustment were negatively associated with peer autonomy, school autonomy, parental attachment, peer attachment, school belonging, and positively associated with parental autonomy. Results of the multiple regression analyses indicated that autonomy and relatedness variables accounted for significant amounts of variance in GPA, teacher-rated school competencies, internalizing problems, and externalizing problems. Analyses also revealed variables which uniquely predicted areas of functioning across contexts and gender. This cross-sectional study provides new theoretical insights regarding relations of autonomy and relatedness to school functioning and psychological adjustment during adolescence across multiple contexts. The findings contribute to a more thorough understanding of the dimensions of autonomy and relatedness that may have important implications for educators and parents of adolescents for improving educational practice and for promoting school success and positive adjustment.