Academic Self-concept and Educational Attainment Level
A Ten-year Longitudinal Study
Bibliographic Data
| ID | 15411397 |
|---|---|
| Authors | François Guay (0000-0002-5207-3303, Université Laval, corresponding author), Simon Larose (0000-0001-8872-086X, Université Laval), Michel Boivin (0000-0001-8621-9844, Université Laval) |
| Year | 2004 |
| Volume | 3 |
| Issue | 1 |
| Pages | 53-68 |
| Publication date | 2004-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Self and Identity (JOURNAL) |
| Journal identifiers | ISSN: 1529-8868 • E-ISSN: 1529-8876 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13576500342000040 |
| PMID | 15341427 |
| OpenAlex | W2006415639 |
| Language | EN |
| Citations received | 23 |
| References cited | 30 |
The present study examined the effects of culture, age, and sex on three measures of handedness: writing hand, Annett's primary handedness items, and a measure based on hand preference for 11 activities. Using data from a large international study, the relationship between the culture in which participants learned to write (as defined by Hofstede's cultural dimensions) and adult handedness was examined. Participants who learned to write in formal cultures were less likely to be classified as left-handed than those who learned in less formal cultures. Older participants and those who learned to write in formal cultures were more likely to be classified as left-handed by the Annett and 11 item measures than by the writing hand classification. Across measures females were less likely to be classified as left-handed than males. Handedness for writing was found to be more sensitive to cultural influences than the other measures. These results suggest that some measures of handedness may be more sensitive to specific handedness aetiologies than others
Academic achievement · Developmental psychology · Educational attainment · Longitudinal sample · Longitudinal study · Population · Self-concept · Socioeconomic status · Sociology · Status attainment · Structural equation modeling · Test (biology · Career Development and Diversity · Demography · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Psychology
Does it pay to be smart, attractive, or confident (or all three)? Relationships among general mental ability, physical attractiveness, core self-evaluations, and income.
Applying Self-Determination Theory to Education
Factors influencing secondary students’ mathematics homework effort and academic achievement
Filling a gap
Tridimensional Acculturation and Academic Self-Concept of Minoritized Primary Students in Swiss Multicultural Classrooms
Peer Feedback Improves Students’ Academic Self-Concept in Higher Education
How grit influences high school students’ academic performance and the mediation effect of academic self-efficacy and cognitive learning strategies
Improving math self-efficacy and math self-concept in middle school
Does perceived support from teachers moderate the relationship between personal resources and engagement among upper secondary school students
Gender disparities in fear of failure among 15‐year‐old students
Population‐level right‐handedness for a coordinated bimanual task in naturalistic housed chimpanzees
Young learners’ academic self-concepts for L2/L3 French and English
Does Self-Efficacy Mediate the Effect of Primary School Teachers’ Emotional Support on Learning Behavior and Academic Skills
Laziness and competence
Fraternal Birth Order, Handedness, and Sexual Orientation in a Chinese Population
Breaking the double-edged sword of effort/trying hard
The role of psychological assessment and family support in enhancing emotional well-being and academic performance of children with learning disabilities
Academic Self-Concept Dramatically Declines in Secondary School
The relationship of school self-concept, goal orientations and achievement during adolescence
Characterizing the Self-System over Time in Adolescence
Here, Let Me Do It for You”
Effect of Retention in First Grade on Parents’ Educational Expectations and Children’s Academic Outcomes
The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming
Modeling and attributional effects on children's achievement
Causal effects of academic self-concept on academic achievement
Self-Perception Profile for Children
Academic self-concept and academic achievement
Relation of self-efficacy beliefs to academic outcomes
In the Mind of the Actor
Self-Efficacy
Self-Efficacy
Self-Concept
Expectancy–Value Theory of Achievement Motivation
Intrinsic Motivation and Self-Determination in Human Behavior
The development of achievement task values
Gender Roles and Women's Achievement-Related Decisions
Comparative fit indexes in structural models
The "What" and "Why" of Goal Pursuits
Self-concepts, self-esteem, and educational experiences
Self-determination and persistence in a real-life setting
Teacher expectations
Investigating the influence of achievement on self-concept using an intra-class design and a comparison of the Pass and SDQ-1 self-concept tests
A power primer
Educational attainment of the children of divorce
Alternative Ways of Assessing Model Fit
| Unique citing works | 23 |
|---|---|
| Citations per year | 1,35 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |