Abstract
The present research focused on investigating the effectiveness of two treatments to enhance academic self-concept among low-achieving junior middle school students, who continue their learning in the secondary vocational education (SVE) system of China. The results demonstrated that the intervention delivered in natural classroom settings significantly enhanced English self-concept, the targeted facet of the academic self-concept. Moreover, the intervention did not change Chinese and Mathematics self-concepts (two control facets of academic self-concept) significantly, lending support to the multidimensional conceptualization of self-concept. It should be noted that the improvement in English achievement among the two experimental classes was statistically significant as well, providing more empirical evidence for the effectiveness of feedback intervention. Future use of the two treatments to enhance academic self-concepts in natural classroom settings is discussed. Copyright © 2013 International Association for Cross-Cultural Psychology.
| Original language | English |
|---|---|
| Title of host publication | Steering the cultural dynamics: Selected papers from the 2010 Congress of the International Association for Cross-Cultural Psychology |
| Editors | Yoshihisa KASHIMA, Emiko S. KASHIMA, Ruth BEATSON |
| Place of Publication | Melbourne, Australia |
| Publisher | International Association for Cross-Cultural Psychology |
| Pages | 160-166 |
| ISBN (Print) | 9780984562732 |
| Publication status | Published - 2013 |
Citation
Yang, L., & Watkins, D. (2013). The effectiveness of two treatments to enhance academic self-concept among low-achieving secondary school students in China. In Y. Kashima, E. S. Kashima, & R. Beatson (Eds.), Steering the cultural dynamics: Selected papers from the 2010 Congress of the International Association for Cross-Cultural Psychology (pp. 160-166). Melbourne, Australia: International Association for Cross-Cultural Psychology.Keywords
- Academic self-concept
- Internally focused performance feedback
- Attributional feedback
- Academic achievement