Open AccessJournal Article
Affective Outcomes of School Learning.
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This article is published in Phi Delta Kappan.The article was published on 1977-01-01 and is currently open access. It has received 43 citations till now. The article focuses on the topics: Academic achievement & Self-esteem.read more
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Academic Underachievement Among the Gifted: Students' Perceptions of Factors that Reverse the Pattern
TL;DR: Underachievement among the gifted has been a focus of research for over 35 years as mentioned in this paper. But with few exceptions, studies of interventions for gifted underachievers have demonstrated only limited success.
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Research on Group-Based Mastery Learning Programs: A Meta-Analysis
TL;DR: In this article, a synthesis of findings from 46 studies on group-based applications of mastery learning strategies was presented, which showed that such applications yield consistently positive effects on both cognitive and affective student learning outcomes, as well as several teacher variables.
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Self-acceptance: The Evaluative Component of the Self-concept Construct
TL;DR: The validity of the construct self-acceptance was tested to map the evaluative dimension of self-concept as mentioned in this paper, and the average convergent validity values were.55 for selfacceptance,.42 for self-description, and.41 for acceptance of others.
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Influence of Self-Concept on School Adjustment among Middle-School Students
TL;DR: Examination of the relationship between specific self- Concept dimensions and school adjustment in three areas showed that significant bivariate correlations existed between each self-concept dimension on the Tennessee Self-Concept Scale and the three behavioral domains studied.
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Learning Disabilities and Giftedness: Identification Based on Self-Concept, Behavior, and Academic Patterns
TL;DR: Conclusions are that experimental students may be masking failure through passive behaviors, and that they may be unidentified at home and school, unless adults are trained in special education.