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WorksheetsThe Impact of Self-Concept on Achievement by Ashley Anderson
Total questions: 20
Worksheet time: 10mins
Name
Class
Date
1.
Project Description:
Academic self-concept is meaningful to the field of learning disabilities because
Academic self-concept is meaningful to the field of learning disabilities because
a)
There is a direct correlation between a student's self-concept and academic achievement.
b)
A positive self-concept is important not only for students' academic achievement but also for their long-term personal development.
c)
Students with learning disabilities (LD) often experience significant difficulty in school in terms of both academic performance and peer acceptance, they are generally viewed as being at risk for low self-concept.
d)
All of the above are correct.
2.
What is self-concept?
a)
A hierarchical, multidimensional construct that can be conceptualized into specific domains.
b)
A person's perception of self, formed through experiences and interpretations of their environment and reinforced by personal behaviors.
c)
A student's level of self-regard for his or her academic ability, feelings of personal worth as a student, and the individual's belief that he or she belongs in school.
d)
All of the above are correct.
3.
Identification
Which of the following are indicators of a student with poor self-concept?
Which of the following are indicators of a student with poor self-concept?
a)
Poor self-concept could be everyday responses to how the student relates to the world around him/her.
b)
Low self-concept might occur only occasionally in specific situations.
c)
Sudden changes in moods by exhibiting sadness, crying, angry outbursts, frustration, or quietness.
d)
All of the above are potential indicators.
4.
Identification
When should one become sensitive to the existence of a problem with self-concept?
When should one become sensitive to the existence of a problem with self-concept?
a)
When behaviors become a repeated pattern of limitation.
b)
When one decides to withdraw socially and losses interest in usual activities.
c)
When self-critical comments, such as "I never do anything right," "Nobody likes me," "I can't learn", or "Everyone is smarter than I am."
d)
All of the above are signs to take notice of.
5.
Assessment
The following can be used by teachers to assess the presence and extent of academic self-concept
The following can be used by teachers to assess the presence and extent of academic self-concept
a)
Student self-report inventory forms.
b)
Informal interviews/Q&A
c)
Individualized observation logs.
d)
All of the above are viable options.
6.
Assessment
How often should teachers collect data related to student academic self-concept?
How often should teachers collect data related to student academic self-concept?
a)
A. Data should be collected as the student exhibits behaviors of concern/positive shifts in behavior.
b)
B. Teachers should collect data on a consistent and regular basis (daily/weekly).
c)
C. Data should be collected once per grading period.
d)
Both A & B.
7.
Instruction & Intervention: Evidenced-based Strategies
a)
Use one-on-one tutoring if possible; otherwise, break students into small groups.
b)
Pre- and post-lesson exercises can provide useful information on progress and can point the instructor to the areas in which additional support is required.
c)
Use basic techniques such as effective questioning and observation to gauge a student’s comfort with the material.
d)
All of the above are correct.
8.
Instruction & Intervention: Evidence-based Strategies
a)
Make learning active through opportunities for collaborative learning and hands-on academic activities.
b)
Get to know your students better by pinpointing their interests and relating academic content to their contexts.
c)
Encourage students to have high expectations for their achievement. Don't limit learning goals.
d)
All of the above are correct.
9.
Instruction & Intervention: Evidence-based Strategies
a)
Apply academic goal-setting strategies to assist the student in goal attainment.
b)
Encourage the student to apply positive self-talk.
c)
Provide praise and encouragement regularly.
d)
All of these strategies are useful.
10.
Instruction & Intervention: Evidence-based Strategies
Self-Enhancement & Skill Development
Self-Enhancement & Skill Development
a)
Teach students to apply self-monitoring strategies when engaged in academic tasks (rating scales, frequency counts, checklists).
b)
Encourage students to internalize strategies for greater generalization.
c)
Identify and eliminate self-defeating talk/actions. Remind students of the value of positive thinking/projections.
d)
All of the above.
11.
Instruction & Intervention: Evidence-based Strategies
a)
Deliver interventions with skill and clarity.
b)
Do not try to "fix" students; offer an alternate view to limiting self-beliefs.
c)
Provide daily assurances of self-worth to promote absorption in a deep and meaningful way.
d)
All are effective strategies.
12.
Implications & Social Constructs
a)
Academic self-concept has direct and indirect effects on subsequent achievement.
b)
The individual is likely to set and attain meaningful goals both academically and socially when positive self-concept is present.
c)
Due to reaching personal milestones, the individual will make a positive impact his/her community.
d)
All are correct.
13.
Implications & Social Constructs
a)
Increases in academic self-concept lead to increases in subsequent academic achievement and other desirable educational outcomes.
b)
A healthy relationship with the individual leads to a more fulfilled sense of purpose.
c)
Improved peer interactions contribure to a more dynamic educational environment.
d)
All are plausible implications.
14.
Implications & Social Constructs
a)
Students who are enthusiastic and actively involved in academic tasks tend to use adaptive coping strategies to bounce back from difficulties.
b)
Doubts about a person's potential limit opportunities by convincing others to underestimate capabilities.
c)
If you believe in yourself, you’ll pursue more opportunities for growth.
d)
All of the above are applicable.
15.
Parental involvement has been reported...
a)
To have a positive effect on a child’s academic self-concept and academic achievement.
b)
Show minimal impact on student academic self-concept.
16.
Resources for Parents
a)
Attend district/community-sponsored training to model, teach, and embody core principles of positive-parenting.
b)
Stay connected and become an active part in your child's education by attending school functions, meeting with teachers, and volunteering.
c)
Reward your child with positive praise for their effort/progress, and share in a meaningful activity.
d)
All of the above are correct.
17.
Resources for Students
a)
Design a self-collage using pictures, words, or symbols clipped from magazines that represent things they enjoy doing.
b)
Write a self-addressed letter with ten goals they would like to accomplish by the end of the next four years.
c)
Create a five minute television commercial outlining your best qualities; things that make you, you.
d)
All options are effective resources.
18.
Resources for School Community
a)
Teaching strategies that establish cooperative learning focused on promoting student strengths.
b)
Professional development for school staff on character education topics or methods.
c)
Procedures for assessing and recognizing relevant values and attributes (e.g., awards, recognition ceremonies).
d)
All of the above are correct.
19.
Citations
a)
Bennett, R. (2009). Academic self-concept among business students in a recruiting university: Definition, measurement and potential effects. Journal of Further and Higher Education, 33(2), 141-158. doi:10.1080/ 03098770902856678
b)
What Works Clearinghouse
https://ies.ed.gov/ncee/wwc/Docs/ReferenceResources/CharEd_protocol.pdf
U.S. Department of Education, Institute of Education Sciences. (n.d.). Available from http://ies.ed.gov/ Google Scholar
https://ies.ed.gov/ncee/wwc/Docs/ReferenceResources/CharEd_protocol.pdf
U.S. Department of Education, Institute of Education Sciences. (n.d.). Available from http://ies.ed.gov/ Google Scholar
c)
Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124–136. doi:10.1037/0022-0663.95.1.124
d)
Pitzer, J., & Skinner, E. Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity. International Journal of Behavioral Development Vol 41, Issue 1, pp. 15 - 29
First Published April 12, 2016
First Published April 12, 2016
20.
Citations
a)
Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They're not magic. Review of Educational Research, 81(2), 267–301.
b)
Rafferty, L. A. (2010). Step-by-step: Teaching students to self-monitor. Teaching Exceptional Children, 43(2), 50-58.
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