文章基本信息

标题：Positive Attitude Program’s Impact upon Self-Concept across Childhood and Adolescence // Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: El papel mediador del compromiso académico y la autoeficacia
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作者：Vítor Alexandre Coelho ; Marta Marchante ; Vanda Sousa 等
期刊名称：Revista de Psicodidáctica / Journal of Psychodidactics
印刷版ISSN：2254-4372
出版年度：2016
卷号：21
期号：2
语种：English
出版社：Universidad del País Vasco - Euskal Herriko Unibertsitatea
摘要：This study aims to analyze the differential impact of social and emotional learning programs between Portuguese elementary and middle school students, and to clarify developmental and gender differences in children and adolescents self-concept. The sample included 2682 students, 1237 elementary students (4 th grade; M age = 9.24; SD = 0.72) and 1445 middle school students (7 th to 9 th grade: M age = 13.30; SD = 1.32). Self-report questionnaires were administered before and after intervention. Multilevel linear modeling with a repeated measures design was used to evaluate the effects of the program on self- concept. Results show significant intervention gains in social and emotional self-concept , which differ by grade level (elementary students benefited more). There were also differences between genders, boys showed more benefits in social self-concept and girls in emotional self-concept as well as a smaller decrease in academic self-concept . Participation in the programs led to more pronounced gains for elementary school students.
其他摘要：This study aims to analyze the differential impact of social and emotional learning programs between Portuguese elementary and middle school students, and to clarify developmental and gender differences in children and adolescents self-concept. The sample included 2682 students, 1237 elementary students (4 th grade; M age = 9.24; SD = 0.72) and 1445 middle school students (7 th to 9 th grade: M age = 13.30; SD = 1.32). Self-report questionnaires were administered before and after intervention. Multilevel linear modeling with a repeated measures design was used to evaluate the effects of the program on self- concept. Results show significant intervention gains in social and emotional self-concept , which differ by grade level (elementary students benefited more). There were also differences between genders, boys showed more benefits in social self-concept and girls in emotional self-concept as well as a smaller decrease in academic self-concept . Participation in the programs led to more pronounced gains for elementary school students.
关键词：self-concept; gender differences; developmental trajectories.