دانلود مقاله ISI انگلیسی شماره 61864
عنوان فارسی مقاله

خودپنداره و پیشرفت تحصیلی: اسلوونی و فرانسه

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
61864 2001 13 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Self-concept and academic achievement: Slovenia and France
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Personality and Individual Differences, Volume 30, Issue 5, 5 April 2001, Pages 887–899

کلمات کلیدی
خودپنداره؛ عزت نفس؛ پیشرفت تحصیلی؛ موفقیت تحصیلی؛ تفاوت های بین فرهنگی؛ تحصیلات؛ سیستم مدرسه
پیش نمایش مقاله
پیش نمایش مقاله خودپنداره و پیشرفت تحصیلی: اسلوونی و فرانسه

چکیده انگلیسی

According to research evidence, self-concept and academic achievement are mutually interdependent. Some investigations also found national differences concerning the relationship between academic success and self-concept. In the present study, we tested the hypothesis that academic achievement affects different components of self-concept. Further, we investigated the possible influence of nationality (Slovenia, France) in modifying the relationship between academic achievement and self-concept. The results of two-factor (academic achievement×nationality) analyses of variance and discriminant analyses showed significant correlations between academic achievement and various indices of self-concept, which varied in a nationality-dependent fashion. The French subjects exceeded Slovenians in some domains of self-concept (i.e. verbal, academic, relations with same sex peers, relations with parents, religion and spirituality, and general self-concept), while Slovenian subjects exceeded French subjects in the domain of problem solving and creativity. There was no significant difference between both national samples in self-esteem. Also, the French subjects exceeded Slovenian pupils in general academic achievement. The results were interpreted on the grounds of theoretical expectations related to the formation of self-concept and academic achievement, as well as on the basis of national differences in the school system and personality structure.

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