残障学生身体自我概念发展特征研究   总被引：7，自引：0，他引：7  

牛翠萍  杨剑 《沈阳体育学院学报》2004,23(1):38-41

用身体自我描述问卷(PSDQ)对残障学生、普通学生进行调查,探讨在我国文化背景下残障中学生、普通中学生身体自我概念发展特点。结果发现:PSDQ问卷用于残障学生的身体自我概念研究是可靠的、有效的;残障学生身体自我概念发展具有一定性别、年龄特点,存在一定的差异,各年龄阶段具有不同发展任务;总体看,残障学生身体自我概念发展在各个方面均不如普通学生。  相似文献   

体育专业大学生身体自我特点研究   总被引：2，自引：0，他引：2  

凌波  李霞 《吉林体育学院学报》2008,24(5):92-93

采用身体自我描述问卷（PSDQ）对284名体育专业大学生进行调查,探讨其身体自我特点。结果表明：男生身体自我明显优于女生,高年级学生身体自我优于低年级学生,乡村来源学生的身体自我优于城镇学生。  相似文献   

The mediating role of social relationships in the association of adolescents’ individual school self-concept and their school engagement,belonging and helplessness in school     

Diana Raufelder  Diomira Sahabandu  Guadalupe Sánchez Martínez  Victoria Escobar 《教育心理学》2015,35(2):137-157

It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students’ individual school self-concept. In contrast, less is known about the association between students’ individual school self-concept and school engagement, or the related concepts of school belonging and helplessness in school. The current study explored social relationships as mediators in the association between individual school self-concept and adolescents’ school engagement, belonging to school and helplessness in school in a large sample of 7th and 8th grade students (N?=?1088; M_Age?=?13.7) in secondary schools in Brandenburg, Germany. The results of two structural equation models showed that the teacher–student relationship mediated the association between individual school self-concept and school engagement, belonging to school and helplessness in school, respectively. In contrast, the student–student relationship did not mediate any of these associations.  相似文献   

Academic Self-Concepts in Ability Streams: Considering Domain Specificity and Same-Stream Peers     

Gregory Arief D. Liem  Dennis M. McInerney  Alexander S. Yeung 《Journal of Experimental Education》2015,83(1):83-109

The study examined the relations between academic achievement and self-concepts in a sample of 1,067 seventh-grade students from 3 core ability streams in Singapore secondary education. Although between-stream differences in achievement were large, between-stream differences in academic self-concepts were negligible. Within each stream, levels of students’ achievement and their self-concepts were systematically related only when considered in the matching academic domain and the appropriate level of specificity. In English, lower achievers in the high-ability stream tended to underestimate their achievement, whereas higher achievers in the low-ability stream tended to overestimate their achievement. This pattern, however, was not evident in mathematics and the general academic domain. Taken together, the findings highlight the importance of considering the interplay of domain specificity and same-stream peers in academic self-concepts.  相似文献   

Social-perspective coordination and gifted adolescents’ friendship quality     

Catherine A. Masden  Olivia N. Leung  Barry H. Schneider  Stephen J. Udvari 《High Ability Studies》2015,26(1):3-38

This research examined links among academic ability, social-perspective coordination, and friendship quality, within the context of gifted adolescents’ friendships. The sample consisted of 120 early adolescents (59 girls, 61 boys), 81 of whom were identified as gifted. Academic ability, sex, and grade significantly predicted social-perspective coordination (an indicator of psychosocial maturity) in multiple regression analyses. Social-perspective coordination, perceptions (self-concept) of ability to make and keep friends, academic ability, sex, and grade predicted perceptions of the overall quality of friendships. Being a female, seventh grader, or adolescent not identified as gifted, significantly predicted higher friendship quality. Social-perspective coordination and self-concept based on having a close friend predicted higher levels of friendship quality for the gifted participants.  相似文献   

Social coping and self-concept among young gifted students in Ireland and the United States: a cross-cultural study     

Jennifer Riedl Cross  Colm O’Reilly  Mihyeon Kim  Sakhavat Mammadov  Tracy L. Cross 《High Ability Studies》2015,26(1):39-61

Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers.  相似文献   

论职业自我概念与高职生职业指导     

齐永芹  邓凡茂 《湖北第二师范学院学报》2014,(9)

职业自我概念是指个人对自身和职业关系的认识与探索,它的内容主要包括职业能力、职业道德、职业价值观和社会资源等,它是高职生职业选择与职业发展的核心。高职生的职业指导不应当仅仅停留在帮助高职生掌握面试技巧、搜集招聘信息上,而应该把重点放在帮助高职生建立健全良好的职业自我概念上。  相似文献   

The big-fish-little-pond effect on academic self-concept and interest in first- and third-grade students     

《Learning and Instruction》2023

BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders.AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders.SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925).MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain.ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest.ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school.  相似文献   

太极柔力球运动对大学生身体自我概念、心境状态的影响     

章晓俊 《四川体育科学》2011,(2):51-54,68

通过在太极柔力球实验教学前后,对学生的身体自我概念及心境状态等指标进行测量与比较研究,结果表明：长期练习太极柔力球,对学生身体自我概念各维度均有不同程度的变化,同时对改善学生的心境状态是全方位的,尤其对调节女大学生的心理状况有良好的效果。  相似文献   

大学生身体自我概念发展状况及其对运动项目选择的影响   总被引：3，自引：0，他引：3  

陈旭 《山西师大体育学院学报》2006,21(4):108-110

运用PSDQ量表对大学生身体自我概念进行调查,了解大学生身体自我的发展概况及影响因素。结果表明:大学生身体自我发展状况良好,存在一定的性别和城乡差异,身体自我概念高者更倾向于选择对抗性的运动项目。  相似文献