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Große Hoffnungen, große Hürden : Der Einfluss von bilingualem Lernen im außerschulischen Lernort Labor auf Leistung, Verständnis, Selbstkonzept, und Kreativität ...
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Generational Status and Academic Performance
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In: UC Riverside Undergraduate Research Journal, vol 15, iss 1 (2021)
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Bilinguals’ Emotion and Language: An Exploratory Study of Korean-English Bilinguals’ Experience of and Expression of Shame ...
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THE MEANING OF SELF-DETERMINATION AT THE NATIONAL LEVEL: RUSSIAN VIEW ...
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Relação entre as dificuldades específicas da linguagem e o desenvolvimento do autoconceito
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Player-avatar interactions in habitual and problematic gaming: a qualitative investigation
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| 7 |
High-intensity interval training upon cognitive and psychological outcomes in youth : a systematic review
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| 8 |
Associations between health-related physical fitness and self-esteem in primary school children
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| 9 |
Associations between health-related physical fitness and self-esteem in primary school children
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| 10 |
Neuroimaging the consciousness of self: Review, and conceptual-methodological framework
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| 11 |
Self-perception of voice in transgender people
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In: Revista CEFAC, Vol 22, Iss 4 (2020) (2020)
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| 12 |
Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage
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In: Behavioral Sciences ; Volume 9 ; Issue 4 (2019)
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Abstract:
Cognitive representations and beliefs are what comprise an individual&rsquo ; s self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children&rsquo ; s evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes.
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Keyword:
academic achievement; domain-specific self-concept; executive functions; metacognition; multilingual children; reading comprehension; reading fluency; spelling
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URL: https://doi.org/10.3390/bs9040039
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| 13 |
Die Erfassung retrospektiver Selbstbildänderungen mit der Adjektivbeschreibungstechnik (AGT)
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In: 48 ; Bielefelder Arbeiten zur Sozialpsychologie ; 15 (2019)
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| 14 |
Bilinguals’ Emotion and Language: An Exploratory Study of Korean-English Bilinguals’ Experience of and Expression of Shame
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Kim, Mee Kyoung. - : University of Cambridge, 2019. : Faculty of Education, 2019. : Trinity Hall, 2019
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| 15 |
Activitats multisensorials en un alumne dislèctic per afavorir la lectura, l'autoestima i l'autoconcepte
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| 16 |
Defending A Liberal: The Liberal Logic of Booker T. Washington’s Political Thought
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In: Cross-Cultural Communication; Vol 15, No 1 (2019): Cross-Cultural Communication; 65-72 ; 1923-6700 ; 1712-8358 (2019)
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| 17 |
Impact of cultural background on fundamental movement skill and its correlates
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Metacognitive Diversity: An Interdisciplinary Approach
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In: https://jeannicod.ccsd.cnrs.fr/ijn_03036420 ; Oxford University Press, 2018, ⟨10.1093/oso/9780198789710.001.0001⟩ (2018)
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| 19 |
EFL Learners’ self-concept: repercussions of native speakerism ; "Native speakerism": repercusiones en el auto-concepto de estudiantes de inglés como lengua extranjera
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In: International Journal for 21st Century Education 5(1), 19-35 (2018) (2018)
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| 20 |
Autoconceito e memória operacional de crianças com fissura labiopalatina não-sindrômica ; Self-concept and working memory of children with non-syndromic cleft lip/palate
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Baldin, Mayara dos Santos. - : Biblioteca Digital de Teses e Dissertações da USP, 2018. : Universidade de São Paulo, 2018. : Hospital de Reabilitação de Anomalias Craniofaciais, 2018
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