The influence of low self-concept on the behavior and academic achievement of Lebanese elementary school students (Record no. 20046)

MARC details
000 -LEADER
fixed length control field 02219nam a2200277Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210124218.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Inzawi, Alaa Nazem
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The influence of low self-concept on the behavior and academic achievement of Lebanese elementary school students
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2008
300 ## - PHYSICAL DESCRIPTION
Extent 65 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study is to determine whether self-concept has an influence on academic achievement and whether self-concept of behavior has an effect on the behavior of grades 3rd, 4th and 5th students. The three variables investigated are self-concept, behavior and academic achievement. One school and 3 grade levels (5 sections in all) from one private school in Beirut. The instrument used to measure the participant's self-concept is Piers-Harris2. Academic achievement is measured by the global average of each student in the main subjects (math, English, Arabic and science). The data obtained was analyzed using SPSS for Windows. Students' responses on the Piers-Harris2 scale were correlated with their total academic achievement. The student's behavior is assessed through observations during different settings and at different times. Also interviews with the home room teachers of each student observed were conducted. The data obtained was analyzed qualitatively. The results showed non-significant correlation between academic performance and self-concept on one hand and between self-concept and behavior on the other hand. Based on the results, implications and suggestions for future research were drawn.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Estime personnelle
9 (RLIN) 87
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Self-Esteem
9 (RLIN) 170
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تحصيل الطلبة
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تقدير الذات
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=65963">http://search.shamaa.org/FullRecord?ID=65963</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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