171
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Promoting ASC in the primary education classroom: The role of teacher training

, , , ORCID Icon &

References

  • Agencia de Calidad de la Educación Gobierno de Chile. (2015). Informe Técnico SIMCE 2013. Gobierno de Chile. consulta 27 de septiembre de 2020 http://archivos.agenciaeducacion.cl/documentos-web/InformeTecnicoSimce_2013.pdf
  • Anuel, A., Bracho, A., Brito, N., Randón, J. E., & Sulbarán, D. (2012). Autoaceptación y mecanismos cognitivos sobre la imagen corporal. Psicothema, 24(3), 390–395. https://www.psicothema.com/pi?pii=4028
  • Baltasar, D., Herrera, S., & Barona, E. (2016). Autoconcepto académico: modalidades de escolarización, repeticiones de curso y sexo. Revista de Educación, 35(2), 69–82. https://dialnet.unirioja.es/servlet/articulo?codigo=6036933
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  • Barraza, A., & Gutiérrez, D. (2011). Perfil descriptivo y variables moduladoras del autoconcepto académico de alumnos de educación media superior. Revista de Estudios Clínicos E Investigación Psicológica, 1(1), 4–15. http://cecip.revista.website/index.php/recip/article/view/2
  • Blegur, J. (2019). Students’ academic self-concept: A founding strategy in learning process. The International Journal of Indian Psychology, 6(4), 44–54. https://doi.org/10.25215/0604.046
  • Brinkmann, H., Segure, T., & Solar, M. (1989). Adaptación y estandarización del Inventario de Autoestima de Coopersmith. Revista Chilena de Psicología, 10(1), 73–87. http://www2.udec.cl/~hbrinkma/articulo_coopersmith.pdf
  • Bruhn, A., Lane, K., & Hirsch, S. (2014). A review of tier 2 interventions conducted with in multi-tiered models of prevention evidencing a primary behavioral plan. Journal of Emotional and Behavioral Disorders, 22(3), 171–189. https://doi.org/10.1177/1063426613476092
  • Bruhn, A., Hirsch, S., & Lloyd, J. (2015). Treatment integrity in school-wide programs: A review of the literature (1993–2012). The Journal of Primary Prevention, 36(5), 335–349. https://doi.org/10.1007/s10935-015-0400-9
  • Campbell, R., Rawlins, E., Wells, S., Kipping, R., Chittleborough, C., Peters, T., Lawlor, D., & Jago, R. (2015). Intervention fidelity in a school-based diet and physical activity intervention in the UK: Active for life year 5. International Journal of Behavioral Nutrition and Physical Activity, 12(1), 2–14. https://doi.org/10.1186/s12966-015-0300-7
  • Catalán, J. (2011). Psicología educacional, proponiendo rumbos, problemáticas y aportaciones. Universidad de la Serena.
  • Chohan, B. (2018). The impact of academic failure on the self-concept of elementary grade students. Bulletin of Education and Research, 40(2), 13–25. https://files.eric.ed.gov/fulltext/EJ1209820.pdf
  • Deci, E., & Ryan, R. (2013). Toward a social psychology of assimilation: Self-determination theory in cognitive development and education. In B. Sokol, F. Grouzet, & U. Muller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 191–207). Cambridge University Press.
  • Desimone, L., & Hill, K. (2017). Inside the black box: Examining mediators and moderators of a middle school science intervention. Educational Evaluation and Policy Analysis, 39(3), 511–536. https://doi.org/10.3102/0162373717697842
  • Doménech, F., & Gómez, A. (2011). Relaciones entre las necesidades psicológicas del estudiante, los enfoques de aprendizaje, las estrategias de evitación y el rendimiento. Electronic Journal of Research in Educational Psychology, 9(24), 463–496. https://doi.org/10.25115/ejrep.v9i24.1445
  • Esnaola, I., Goñi, A., & Madariaga, J. (2008). El autoconcepto: perspectivas de investigación. Revista Psicodidáctica, 13(1), 69–96. https://www.redalyc.org/articulo.oa?id=17513105
  • Galugu, N., & Palopo, S. (2019). Academic self-concept, teacher’s supports and student’s engagement in the school. Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling, 5(2), 141–147. https://doi.org/10.26858/jppk.v5i2.10549
  • García, B. (2009). Dimensiones afectivas de la docencia. Revista Digital Universitaria, 10(11), 2–13. http://www.revista.unam.mx/vol.10/num11/art71/art71.pdf
  • Guido, P., Mujica, A., & Gutiérrez, R. (2011). Diferencias en el autoconcepto por sexo en la adolescencia: construcción y validación de un instrumento. Liber, 17(2), 139–146. http://www.scielo.org.pe/scielo.php?script=sci_arttext&pid=S1729-48272011000200004
  • Hagermoser, L., Dobey, L., & Gritter, K. (2012). Treatment integrity of interventions with children in the Journal of Positive Behavior Interventions from 1999 to 2009. Journal of Positive Behavior Interventions, 14(1), 29–46. https://doi.org/10.1177/1098300711405853
  • Hansen, K., & Henderson, M. (2019). Does academic self-concept drive academic achievement? Oxford Review of Education, 45859(5), 657–672. https://doi.org/10.1080/03054985.2019.1594748
  • Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49(5), 505–528. https://doi.org/10.1016/j.jsp.2011.07.001
  • Isiksal, M. (2010). A comparative study on undergraduate students’ academic motivation and academic self-concept. The Spanish Journal of Psychology, 13(2), 572–585. https://doi.org/10.1017/S1138741600002250
  • Kumi-Yeboah, A., James, D., & Yuan, G. (2018). Exploring factors that promote online learning experiences and academic self-concept of minority high school students. Journal of Research on Technology in Education, 50(1), 1–17. https://doi.org/10.1080/15391523.2017.1365669
  • Lobos, K., Díaz, A., Bustos, C., & Pérez, M. A. (2015). Construction and psychometric characteristics of the self-concept scale of interaction in the classroom. Psicothema, 27(2), 151–158. https://doi.org/10.7334/psicothema2014.224
  • Lobos, K., Díaz, A., Bustos, C., & Sáez, F. (2018). Construcción y características psicométricas de la Escala de Estrategias de Estimulación del Autoconcepto Académico. Revista Avaliação Psicológica, 17(2), 2013–2222. http://dx.doi.org/10.15689/ap.2018.1702.14125.07
  • Lobos, K., Díaz, A., & Bustos, C. (2019). Impact of teacher training on academic self-concept and educational outcomes electronic. Journal of Research in Educational Psychology, 17(3), 5019–5540. https://doi.org/10.25115/ejrep.v17i49.2219
  • Lohbeck, A., & Philipp, A. (2020). Students’ own and perceived teacher reference norms: How are they interrelated and linked to academic self-concept? Educational Psychology, 4(2), 11–18. https://doi.org/10.1080/01443410.2020.1746239
  • MacKinnon, D., Lockwood, C., Hoffman, J., West, S., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7(1), 83–104. https://doi.org/10.1037/1082-989x.7.1.83
  • Mackinnon, D., Lockwood, C., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1), 37–67. https://doi.org/10.1207/s15327906mbr3901_4
  • MacKinnon, D. (2008). Introduction to statistical mediation analysis. Erlbaum.
  • Marsh, H., & Craven, R. (2006). Reciprocal effects of self- concept and performance from a multidimensional perspective. Perspectives on Psychological Science, 1(2), 133–163. https://doi.org/10.1111/j.1745-6916.2006.00010.x
  • Marsh, H., & Martin, A. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81(1), 59–77. https://doi.org/10.1348/000709910X503501
  • Marsh, H., & Nagengest, B. (2012). Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science. Journal of Educational Psychology, 104(4), 1033–1053. https://doi.org/10.1037/a0027697
  • Marsh, H., Pekrun, R., Murayama, K., Katrin, A., Parker, P., Guo, J., & Dicke, T. (2018). An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology, 54(2), 263–280. http://dx.doi.org/10.1037/dev0000393
  • Mato-Vázquez, D., Espiñeira, E., & López-Chao, V. (2017). Impacto del uso de estrategias metacognitivas en la enseñanza de las matemáticas. Perfiles Educativos, 39(158), 91–111. https://doi.org/10.22201/iisue.24486167e.2017.158.58759
  • Miñano, P., & Castejón, J. (2011). Variables cognitivas y motivacionales en el rendimiento académico en Lengua y Matemáticas: un modelo estructural. Revista de Psicodidáctica, 6(2), 203–230. http://www.redalyc.org/articulo.oa?id=17518828003
  • Ñanculeo, M., & Merino, J. (2016). Una aproximación a la vulnerabilidad en el sistema de educación parvulario en Chile. Revista de Ciencias Sociales y Humanidades, 25(50), 51–90. https://dialnet.unirioja.es/servlet/articulo?codigo=5415007
  • O’Mara, A., Marsh, H., Craven, R., & Debus, R. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41(3), 181–206. https://doi.org/10.1207/s15326985ep4103_4
  • Olson, C., & Wyett, J. (2000). Teachers need affective competencies. Gale Academic OneFile, 120(4), 181–206. https://go.gale.com/ps/i.do?p=AONE&u=anon~5ce15a71&id=GALE|A305370208&v=2.1&it=r&sid=googleScholar&asid=11dad945
  • Preacher, K., & Hayes, A. (2008). A symptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/brm.40.3.879
  • Ruiz, J., & Cuevas, I. (1999). Priming perceptivo versus priming conceptual y efectos de los niveles de procesamiento sobre la memoria implícita. Psicothema, 11(4), 853–871. http://www.redalyc.org/articulo.oa?id=72711410
  • Salum-Fares-Fares, A., Marín, R., & Reyes, C. (2011). Relevancia de las dimensiones del autoconcepto en estudiantes de escuelas secundarias de ciudad Victoria, Tamaulipas, México. Revista Electrónica de Psicología Iztacala, 14(2), 255–272. https://www.medigraphic.com/cgi-bin/new/resumen.cgi?IDARTICULO=45091
  • Santana, L., & Feliciano, L. (2011). Percepción de apoyo de padres y profesores, autoconcepto y toma de decisiones en bachillerato. Revista de Educación, 335(2), 493–519. https://dialnet.unirioja.es/servlet/articulo?codigo=3639408
  • Schomaker, M., & Heumann, C. (2018). Bootstrap inference when using multiple imputation. Statistics in Medicine, 37(14), 2252–2266. https://doi.org/10.1002/sim.7654
  • Schulte, A., Easton, J., & Parker, J. (2009). Advances in treatment integrity research: Interdisciplinary perspectives on the conceptualization, measurement, and enhancement of treatment integrity. School Psychology Review, 39(4), 460–475. https://login.ezpbibliotecas.udec.cl/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fadvances-treatment-integrity-research%2Fdocview%2F219656669%2Fse-2%3Faccountid%3D15690
  • Schütze, B., Rakoczy, K., Klieme, E., Besser, M., & Leiss, D. (2017). Training effects on teachers’ feedback practice: The mediating function of feedback knowledge and the moderating role of self-efficacy. ZDM, 49(3), 475–489. https://doi.org/10.1007/s11858-017-0855-7
  • Shrout, P., & Fleiss, J. (1979). Intra class correlations: User in assessing rater reliability. Psychological Bulletin, 86(2), 420–428. https://doi.org/10.1037//0033-2909.86.2.420
  • Sutherland, K., Conroy, M., McLeod, B., Algina, J., & Wu, E. (2018). Teacher competence of delivery of BEST in CLASS as a mediator of treatment effects. School Mental Health, 10(3), 214–225. https://doi.org/10.1007/s12310-017-9224-5
  • Trautwein, U., & Möller, J. (2016). Self-concept: Determinants and consequences of academic self-concept in school contexts. In Psychosocial skills and school systems in the 21st century. Theory, research, and applications (Vol. I, pp. 187–214). Springer. https://doi.org/10.1007/978-3-319-28606-8_8
  • Von Keyserlingk, L., Beckeo, M., & Jansen, M. (2019). Academic self-concept during the transition to upper secondary school. Contemporary Educational Psychology, 56(3), 152–160. https://doi.org/10.1016/j.cedpsych.2019.01.001
  • Wang, C., & Neihart, M. (2015). Academic self-concept and academic self-efficacy: Self-beliefs enable academic achievement of twice-exceptional students. Roeper Review, 37(2), 63–73. https://doi.org/10.1080/02783193.2015.1008660
  • Wollenschläger, M., Hattie, J., Machts, N., Möller, J., & Harms, U. (2016). A what makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough. Contemporary Educational Psychology, 44(45), 1–11. https://doi.org/10.1016/j.cedpsych.2015.11.003
  • Yeaton, W., & Sechrest, L. (1981). Critical dimensions in the choice and maintenance of successful treatments: Strength integrity, and effectiveness. Journal of Consulting and Clinical Psychology, 49(2), 156–167. https://doi.org/10.1037/0022-006X.49.2.156

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.