Showing items with similar title or keywords.

• Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement 

  Holopainen, Leena; Taipale, Airi; Savolainen, Hannu (Routledge; Fred and Eleanor Schonell Educational Research Centre, 2017)

  In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one ...

• Classroom effect on primary school students’ self-concept in literacy and mathematics 

  Vasalampi, Kati; Pakarinen, Eija; Torppa, Minna; Viljaranta, Jaana; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija (Springer, 2020)

  According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a ...

• The Development of Adolescents’ Self-concept of Ability through Grades 7-9 and the Role of Parental Beliefs 

  Pesu, Laura; Aunola, Kaisa; Viljaranta, Jaana; Nurmi, Jari-Erik (EARLI, 2016)

  This study examined the development of adolescents’ self-concept of ability in mathematics and literacy during secondary school, and the role that mothers’ and fathers’ beliefs concerning their child’s abilities play in ...

• Adolescents' school-related self-concept mediates motor skills and psychosocial well-being 

  Viholainen, Helena; Aro, Tuija; Purtsi, Jarno; Tolvanen, Asko; Cantell, Marja (John Wiley & Sons; The British Psychological Society, 2014)

  Background The health benefits of exercise participation and physical activity for mental health and psychosocial well-being (PSWB) have been shown in several studies. However, one important background factor, that ...

• Reciprocal Relations between Adolescents’ Self-Concepts of Ability and Achievement Emotions in Mathematics and Literacy 

  Clem, Anna-Leena; Hirvonen, Riikka; Aunola, Kaisa; Kiuru, Noona (Elsevier, 2021)

  This longitudinal study examined cross-lagged relations of self-concepts of ability and achievement emotions (i.e., enjoyment, boredom, anxiety) in two central school subjects (i.e., mathematics and literacy). Adolescents ...