Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis
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Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self-Concept and Decreased Substance Use.Profile formation of academic self-concept in elementary school students in grades 1 to 4.Do today's young people really think they are so extraordinary? An examination of secular trends in narcissism and self-enhancement.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.Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept.Rethinking "Generation Me": A Study of Cohort Effects From 1976-2006.Academic buoyancy and academic outcomes: towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself.Stages of change in physical activity: a validation study in late adolescence.Synergistic Effects of Expectancy and Value on Homework Engagement: The Case for a Within-Person Perspective.Self-esteem and Arab-American elementary students.Addressing the challenges faced by early adolescents: a mixed-method evaluation of the benefits of peer support.Efficacy of a cognitive program for improving the physical self-concept of university students.Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure.Self-concept and depression among children who experienced the death of a family member.Self-esteem is characterized as a positive or a negative attitude toward the self (Rosenberg, 1965, cited in Mruk, 2006)." [corrected].The long-term stability of self-esteem: its time-dependent decay and nonzero asymptote.Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem.Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples.Why Most Children Think Well of Themselves.Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.The impact of chronic physical illness, maternal depressive symptoms, family functioning, and self-esteem on symptoms of anxiety and depression in children.When Parents' Praise Inflates, Children's Self-Esteem Deflates.Physical activity motivation in late adolescence: refinement of a recent multidimensional model.Causal ordering of academic self-concept and achievement: effects of type of achievement measure.Clergy motivation and occupational well-being: exploring a quadripolar model and its role in predicting burnout and engagement.Is self-esteem a cause or consequence of social support? A 4-year longitudinal study.Student achievement and academic self-concept among secondary students in Flanders: gender and changes over timeThe role of academic buoyancy in Aboriginal/Indigenous students’ educational intentions: Sowing the early seeds of success for post-school education and trainingWhat Happens to Physical Activity Behavior, Motivation, Self-Concept, and Flow After Completing School? A Longitudinal StudyAcademic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructsMotivation and Engagement Across the Academic Life SpanFactors Predicting Life Satisfaction: A Process Model of Personality, Multidimensional Self-Concept, and Life SatisfactionWorkplace and Academic BuoyancyChapitre 14. La victimisation et les mesures de préventionYoung people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United KingdomFactorial Invariance Testing and Latent Mean Differences for the Self-Description Questionnaire II (Short Version) with Indigenous and Non-Indigenous Australian Secondary School StudentsThe negative effect of school-average ability on science self-concept in the UK, the UK countries and the world: the Big-Fish-Little-Pond-Effect for PISA 2006Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem
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Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis
description
article
@en
im September 2006 veröffentlichter wissenschaftlicher Artikel
@de
wetenschappelijk artikel
@nl
наукова стаття, опублікована у вересні 2006
@uk
name
Do Self-Concept Interventions ...... t Validation and Meta-Analysis
@en
Do Self-Concept Interventions ...... t Validation and Meta-Analysis
@nl
type
label
Do Self-Concept Interventions ...... t Validation and Meta-Analysis
@en
Do Self-Concept Interventions ...... t Validation and Meta-Analysis
@nl
prefLabel
Do Self-Concept Interventions ...... t Validation and Meta-Analysis
@en
Do Self-Concept Interventions ...... t Validation and Meta-Analysis
@nl
P2860
P1476
Do Self-Concept Interventions ...... t Validation and Meta-Analysis
@en
P2093
Alison J. O'Mara
Raymond L. Debus
P2860
P304
P356
10.1207/S15326985EP4103_4
P577
2006-09-01T00:00:00Z