The Influence of Stigma on College Students' Attitudes Toward Online Video Counseling and Face‐to‐Face Counseling

The difference in attitudes toward online video counseling and face‐to‐face counseling and the relationship between stigma and these attitudes were investigated among a sample of 588 college students. Attitudes toward face‐to‐face counseling are more favorable compared with those toward online video counseling. However, self‐stigma does not influence attitudes toward online video counseling to the same extent as face‐to‐face counseling. Services delivered through online video counseling may be beneficial for those experiencing higher levels of stigma.     

Factors related to the underachievement of university students in Turkey

The study aims to elucidate the characteristics of gifted underachievers at the university level and the reasons for their underachievement. The sample consisted of students from Bogazici University in Istanbul. The School Attitude Assessment Survey‐Revised (SAAS‐R) instrument was administered to 91 underachievers and a comparison group of 74 university students. The instrument employed five subscales: academic self‐perceptions, attitudes toward teachers, attitudes toward school, goal valuation, and motivation/self‐regulation. Findings indicated that the comparison students and the underachieving students differed on all five subscales of the SAAS‐R. In addition, the instrument correctly classified almost 80% of the students in the present sample as either underachievers or comparison students. Among the five subscales, the motivation/self‐regulation subscale was most predictive of underachievement status.     

Perception of competence: risk and protective predictors following an e‐self‐advocacy intervention for adolescents with learning disabilities

The purpose of this study was to identify predictors of competence among adolescents with learning disabilities (LD) who participated in a virtual supported self‐advocacy programme within the risk and protective paradigm. The sample consisted of 374 adolescents with and without learning disabilities, students of the 7th to 9th grades, at 15 schools across Israel. The adolescents were divided into three groups, matched by age and gender: 111 adolescents with LD who participated in a five‐month virtual‐supported intervention, and two comparison groups: adolescents with LD (N = 115) who did not participate in the program and adolescents without LD (N = 148). The self‐perceptions of adolescents were assessed using the following questionnaires: basic psychological skills (competence and relatedness); hope and loneliness. Following the intervention, higher competence scores were reported by students with LD who participated in the programme. At that time (the end of the academic year), the predictors of the groups of students with LD for the competence measure were their level of competence at the beginning of the period, their belonging to the group who participated in the intervention, their loneliness and hope. Comparisons with predictors of the group of students without LD, and with predictors of competence at the beginning of the year, emphasized the importance of risk factors (loneliness) and the protective factors (hope) for students with LD. In addition, the results focused attention at the contribution of the participation in an e‐supported self advocacy programme for enhancing competence among students with LD.     

Self‐stigma and domains of well‐being in high school youth: Associations with self‐efficacy,self‐esteem,and self‐criticism

Self‐stigma is a phenomenon in which negative public stereotypes about mental illness are internalized and can undermine help‐seeking. Unfortunately, little is known about how self‐stigmatization relates to positive well‐being indicators among youth. A sample of 134 high school students completed established measures of self‐stigma, well‐being, self‐esteem, self‐efficacy, and self‐criticism. Analyses confirmed that self‐stigma was associated with overall well‐being and five well‐being subscales (autonomy, environmental mastery, personal growth, positive relations, and self‐acceptance); the strongest associations were with autonomy and positive relations with others. The majority of these associations still held when simultaneously controlling for self‐esteem, self‐efficacy, and self‐criticism. Taken together, findings point to the need for greater awareness of self‐stigma along with an explicit focus on the promotion of protective well‐being in prevention work and interventions designed to alleviate the tendency for young people to internalize stigma. Additionally, findings have theoretical implications for the “why try” model of self‐stigma.     

Can teachers motivate students to learn?

Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well‐being, academic self‐efficacy, mastery goal orientation, performance avoidance, intrinsic motivation and school investment of students (n = 3462) and the teaching practices and teachers’ sense of self‐efficacy (n = 194) in primary schools. Results of the multi‐level analyses show that connection to the students’ world and cooperative learning methods had a positive effect on students’ motivation, while process‐oriented instruction by the teacher had a negative effect on motivational behaviour and motivational factors of students. Finally, the results lend credence to the argument that teachers’ sense of self‐efficacy has an impact on both teachers’ teaching and students’ motivation to learn.     

Holding back and holding behind: Grade retention and students’ non‐academic and academic outcomes

The present study examined the implications of grade retention (repeating a grade) and social promotion (automatic promotion to the next grade each year) for high school students’ academic and non‐academic outcomes. Based on data from 3261 high school students, structural equation modeling demonstrated that, after controlling for interactions with other factors, demographic covariates and ability, there were significant (p < 0.001) main effects of grade retention. In terms of academic factors, grade retention was a significant negative predictor of academic self‐concept and homework completion and a significant positive predictor of maladaptive motivation and weeks absent from school. In terms of non‐academic factors, grade retention was a significant negative predictor of self‐esteem but was not significantly associated with relationship with peers. In follow‐up analyses using a sub‐sample of retained (n = 186) and promoted (n = 186) students matched by ability, age and gender, findings were confirmed and with stronger effects on some factors. For nations and systems emphasizing grade retention and for those emphasizing social promotion, findings have implications for educational practice, policy and theories of child and academic development.     

Role models,approaches to studying,and self‐efficacy in forensic and mainstream high school students: a pilot study

This study investigated the relationships between role models, approaches to studying, and self‐efficacy in students attending a high school specialising in educating those with emotional and behavioural difficulties (EBD, n = 30) and students attending a mainstream high school (n = 41) in the UK. Types and quantity of role models held by students were assessed using semi‐structured interviews. Approaches to studying and self‐efficacy were measured using the Approaches and Study Skills Inventory for Students and the General Self‐Efficacy Scale, respectively. In the EBD sample, the quantity of personally known role models correlated positively with deep and strategic approaches to studying, while quantity of media role models correlated negatively with a deep approach to studying and general self‐efficacy. In the mainstream sample, no association was found between quantity of role models, on the one hand, and approaches to studying and self‐efficacy, on the other hand. The findings suggest that EBD students would benefit from direct exposure to more interpersonal role models, which would further their chances of selecting and assimilating adaptive attitudes and behaviours.     

Influence of a catalan peer tutoring programme on reading comprehension and self‐concept as a reader

This study relates to the results obtained in the development of reading comprehension (RC) and self‐concept as a reader in students who participated in Llegim en parella (Reading in pairs), a Catalan peer tutoring programme. The research combines a quasi‐experimental design with the use of comparison groups and pre‐tests/post‐tests for both variables; a qualitative approach is adopted by analysing the interactions in order to detect influencing factors. Statistically significant results were obtained for all students in terms of RC but only for student tutors in relation to reading self‐concept. The factors involved in the improvements identified in RC are: reading strategies, scaffolding in inferential and deep comprehension questions. Regarding self‐concept, the tutor's own role, his involvement with their tutees' progress, reading aloud and the metacognitive reflection processes, are all factors that enable us to explain the improvement in the tutor's reading self‐perception. The positive influence of peer tutoring on the development of reading competence through this programme is clearly evident.     

Doctoral Counselor Education Students' Levels of Research Self‐Efficacy,Perceptions of the Research Training Environment,and Interest in Research

Counselor educators are called to be effective researchers; however, limited study has investigated research constructs within counselor educators‐in‐training. This study investigated the levels of research self‐efficacy (Greeley et al., 1989), perceptions of the research training environment (Gelso, Mallinckrodt, & Judge, 1996), and interest in research (Bishop & Bieschke, 1994) within a sample of counselor education doctoral students (N = 89). Doctoral students in their 3rd year of preparation had higher research self‐efficacy scores than did 1st‐ and 2nd‐year students. Additionally, higher research self‐efficacy was associated with higher interest in research and scholarly publication experience. Implications for counselor education are discussed.     

Social Skills Learning for Students with Learning Disabilities and Students with Behaviour Disorders

This study examined the effects of a computer‐assisted social skills intervention on the social competence and behaviour adjustment of students with special needs. The sample consisted of 114 male students, divided into two groups: 52 students with learning disabilities (LD) (mean age = 12.23; SD = 1.12) and 62 students with behaviour disorders (BD) (mean age = 12.53; SD = 1.34). The students were trained with the “I Found a Solution” computer‐assisted social skill package. The intervention consisted of the computer‐assisted program and teacher‐guided work. Each student was assessed, before and after the training, on: teacher‐rated self‐control and maladjusted behaviours, peer‐rated social acceptance and self‐rated loneliness. Through conceptualisation based on the students’ loneliness and externalising maladjustment, four subgroups were identified: (a) relatively adjusted students; (b) externalising and not‐lonely students; (c) lonely and non‐externalising students; and (d) lonely and externalising students. The analyses included subgroups b, c and d, excluding the relatively adjusted subgroup, adding up to a sample of 83 students (35 students with learning disabilities and 48 students with behaviour disorders). A series of two‐way ANOVAs with repeated measures (grouping by subgrouping, with pre‐/post‐training scores as the repeated measures) revealed that following training, students in both groups felt less lonely and were more accepted by peers. Teachers rated them as demonstrating higher levels of self‐control and decreased externalising and internalising maladjustment. The differential impact of the training between groups (LD/BD) and among subgroups (b/c/d) highlighted the significance of the subtyping approach for understanding the children's social learning profiles and for directing effective social skill programming.     

Self‐Concepts,Self‐Esteem,and Academic Achievement of Minority and Majority North American Elementary School Children

Minority and majority elementary school students from a Native American reservation (N = 188; K–fifth grade; 5‐ to 10‐year‐olds) completed tests of academic self‐concepts and self‐esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self‐esteem. Minority students demonstrated lower academic self‐concepts and lower achievement than majority students. Two age‐related patterns emerged. First, minority students had lower academic achievement than majority students, and this effect was stronger in older (Grades 3–5) than in younger (Grades K–2) students. Second, children's actual achievement was related to their academic self‐concepts for older students but more strongly linked to self‐esteem in younger students. The authors offer a developmental account connecting students’ developing self‐representations to their school achievement.     

THE INTERPLAY BETWEEN ADOLESCENTS’ PERCEPTIONS OF TEACHER‐STUDENT RELATIONSHIPS AND THEIR ACADEMIC SELF‐REGULATION: DOES LIKING A SPECIFIC TEACHER MATTER?

Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; M_Age =  13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation.     

Salience of Emotional Intelligence as a Core Characteristic of Being a Counselor

The authors investigated the association between emotional intelligence and counseling self‐efficacy. Participants were 140 counseling students and practicing counselors who completed the Emotional Judgment Inventory and the Counseling Self‐Estimate Inventory. Emotional intelligence differentiated counselors from noncounselors (Mdn d = .6650) but provided mixed results in differentiating counseling students and counselors. Moreover, the emotional intelligence factors Identifying Own Emotions, Expressing Emotions Adaptively, and Using Emotions in Problem Solving successfully predicted counseling self‐efficacy of both counseling students and practicing counselors (R = .537). Emotional intelligence may be another marker for individuals exploring professional counseling as a career and for improving students' counseling self‐efficacy.     

Factors associated with middle and secondary students' perceived science competence

The aim of the present study was to gain a better understanding of students' perceived science competence by examining potentially related beliefs and perceptions in a diverse sample of middle and secondary students (N = 1289). Results of hierarchical regression analysis showed that students' perceived science competence was related to: (a) students' age, gender, and ethnicity; (b) students' mastery and performance–approach goals; (c) students' self‐perceptions of their ability to generate creative ideas (i.e., creative self‐efficacy); and (d) students' perceptions of teacher support and press (i.e., challenging academic demands). Of all these factors, creative self‐efficacy was found to have the strongest positive relationship with students' perceived science competence. Implications for subsequent research are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 800–814, 2007     

Talent development,work habits,and career exploration of Chinese middle‐school adolescents: development of the Career and Talent Development Self‐Efficacy Scale

This article describes the development of an instrument – the Career and Talent Development Self‐Efficacy Scale (CTD‐SES) – for assessing students’ self‐efficacy in applying life skills essential for personal talent development, acquisition of positive work habits, and career exploration. In Study 1, data were obtained from a large sample of Chinese middle‐school students (N=15,113) in Grades 7–9 in Hong Kong. The CTD‐SES is an 18‐item questionnaire with subscales containing items that address students’ orientations toward developing their own talents, acquiring and applying positive work habits, and exploring their career possibilities. Evidence is provided for internal consistency, temporal stability, and factor structure of the CTD‐SES. Goodness of fit statistics provided support for a three‐primary‐factor‐plus‐higher‐factor model, and this solution was used in the statistical analyses. The data also indicated that students with plans for university study reported significantly higher scores than those without on all three domains of career and talent development. In Study 2 (N=308) Grade 10 high‐ability students’ scores in CTD‐SES were correlated with scores in career decision self‐efficacy and academic performance. The development and validation of CTD‐SES is the first step toward investigating career exploration, work habits, and talent development among Asian middle‐school adolescents.     

Development of Scientific Thinking Facilitated by Reflective Self‐Assessment in a Communication‐Intensive Food Science and Human Nutrition Course

A one‐credit seminar on controversies in food science and human nutrition was a platform to introduce students to learning frameworks for thinking‐like‐a‐scientist. We hypothesized that explicitly engaging students in thinking about their thinking abilities within these frameworks would enhance their self‐perception of scientific thinking, an important general ability for food scientists. Our objectives were to assess thinking‐like‐a‐scientist using a student self‐assessment survey, and analyze their self‐reflections for evidence of such thinking. For students enrolled in one of the offerings of this course among 5 semesters from 2012 to 2014, differences in scores on a survey instrument for thinking‐like‐a‐scientist from the beginning to the end of the course showed gains in self‐assessed abilities (N = 21 to 22 students/semester). In each of the first 2 semesters in which we introduced thinking‐like‐a‐scientist frameworks, students thought they were better at defining problems scientifically by 13% to 14%. In the 3rd course offering, students’ self‐assessment of their abilities to seek evidence improved by 10%. In the 4th and 5th semester course offerings, students’ self‐assessed abilities to develop plans based on evidence improved by 7% to 14%. At the end of each semester, students’ self‐reflections on scientific thinking (N = 20 to 24/semester) included specific reference to asking questions (45% to 65% of reflections) and making plans based on evidence (26% to 50% of reflections). These data support the usefulness of self‐reflection tools as well as specific learning frameworks to help students to think about and practice thinking‐like‐a‐scientist.     

Self‐Compassion,Trait Resilience,and Trauma Exposure in Undergraduate Students

The authors investigated the relationship between self‐compassion and trait resilience and tested the potential moderating roles of these variables in the relationship between trauma exposure and general psychological distress in a sample of undergraduate students (N = 296). Results revealed a significant relationship between self‐compassion and trait resilience. Self‐compassion emerged as a significant moderator in this relationship, whereas trait resilience did not. Given high rates of trauma exposure in college student populations, implications for counseling are discussed.     

Self‐esteem and National Tests in Years 2 and 6: a 4‐year longitudinal study

ABSTRACT This 4‐year longitudinal study measured the self‐esteem, reading and mathematical attainments of four cohorts of children on two occasions‐‐in Year 2 and again in Year 6. All Year 2 children(N = 842) in five randomly selected primary schools within one Local Education Authority (LEA) comprised the sample, of which 588 were present in Year 6. The Lawseq questionnaire (Lawrence, 1982), Mathematics 7 and 11 (NFER, 1987a, b) and the Primary Reading Test Levels 1 and 2 (France, 1981) were administered to this sample. Results showed that Cohorts 3 and 4 had the lowest self‐esteem scores in Year 2 and the highest in Year 6 (significant at the 0.1% level). Attainments in mathematics were stable over the 4 years, but reading comprehension means were significantly higher in Year 6 than Year 2 (at the 0.1% level). Discussion centres on the age effects of self‐esteem responses as well as the effects of context and domain specific factors on self‐esteem.     

Investigating self‐perceptions and resilience in Looked After Children

The perceptions of Looked After Children (LAC; n = 51), their Designated Teachers (DTs), and a sample of non‐LAC (n = 99) were elicited. LAC held more positive self‐perceptions than the non‐LAC, and similarly positive ratings were given for the LAC by their DTs; but LAC held lower career aspirations than the non‐LAC. LAC differed in their levels of resilience, in terms of the number of risk and protective factors identified for each child. Girls had more protective and fewer risk factors than boys. Moreover, a high incidence of protective factors in LAC was associated with positive self‐perceptions, and a high incidence of risk factors was associated with negative self‐perceptions. The implications of these findings for educational psychology practice are discussed.     

Academic Identity Formation and Motivation Among Ethnic Minority Adolescents: The Role of the “Self” Between Internal and External Perceptions of Identity

Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43% female; mean age = 13.9), the present study examines whether self‐regulated learning (SRL) mediates two distinct dimensions of academic identity (i.e., value and belonging) and mastery orientation. This study also examines whether self‐efficacy moderates the mediating role of SRL between identity and mastery. Results show evidence for moderated mediation between SRL and academic self‐efficacy. Self‐regulated learning played its strongest mediating role between belonging and mastery and for low‐efficacy students specifically.