The Impact of Academic Development Structures on Self-Perception: Honors Versus Nonhonors University Students

IF 1.3 Q3 EDUCATION, SPECIAL
Beatrice M. Bean, Nicolette P. Rickert
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引用次数: 0

Abstract

The purpose of the current study was to determine if there were variations in the self-perceptions of honors and nonhonors collegiate students in areas of academic and nonacademic self-concept. This research was important as it provides emphasis on an understudied population and gathers a deeper understanding of intricacies related to self-concept by incorporating comprehensive investigative measures. A sample of 236 students from a single institution (72.6% female, 65.7% White, 20.8% honors, ages 18–51) took an online survey consisting of questions related to self-concept. By utilizing a series of two-tailed, independent samples t-tests we examined the differences between student self-perceptions of self-concept. Results indicated that honors students had statistically significantly higher academic self-concepts than nonhonors students. Both groups of students scored similarly across social self-concepts; however, nonhonors students had higher perceptions of their physical self-concepts. These findings will provide new insights into how honors enrollment impacts the formation of self-image.
学业发展结构对自我认知的影响:荣誉与非荣誉大学生
本研究的目的是确定优等生和非优等生在学术和非学术自我概念方面的自我认知是否存在差异。这项研究非常重要,因为它强调了一个未被充分研究的群体,并通过综合调查措施深入了解了与自我概念有关的错综复杂的情况。来自一所院校的 236 名学生(72.6% 为女性,65.7% 为白人,20.8% 为优等生,年龄在 18-51 岁之间)参加了由自我概念相关问题组成的在线调查。通过一系列双尾独立样本 t 检验,我们研究了学生自我概念之间的差异。结果显示,优等生的学业自我概念明显高于非优等生。两组学生在社交自我概念方面的得分相似;然而,非优等生对自己的身体自我概念有更高的认知。这些发现将为我们提供新的视角,帮助我们了解就读荣誉课程如何影响自我形象的形成。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Advanced Academics
Journal of Advanced Academics EDUCATION, SPECIAL-
CiteScore
4.30
自引率
20.00%
发文量
16
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