Literaturnachweis - Detailanzeige
| Autor/in | Jackson, Carolyn |
|---|---|
| Titel | Transition into higher education: gendered implications for academic self-concept. |
| Quelle | In: Oxford review of education, 29 (2003) 3, S. 331-346Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 61; Tabellen 1; Grafiken 1 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-4985 |
| Schlagwörter | Empirische Untersuchung; Selbsteinschätzung; Selbstkonzept; Übergang; College; Hochschulbildung; Studium; Universität; Seminar; Leistung; Student; England; Großbritannien |
| Abstract | This paper focuses on the impact of the transition into higher education upon facets of students' academic self-concept. Drawing upon data collected from undergraduate students at three universities in the north of England it considers the question: does moving from a relatively small pond (sixth form or college) where many students are likely to feel like fairly 'big fish', to a larger pond (university) where most students are likely to feel like much 'smaller fish', affect academic self-concepts? Results suggest that self-concept changes are gender-specific. Overall, female students displayed a significant decline in academic self-concepts in some domains over the transition into higher education, whilst the self-concept levels of the men did not change significantly. A number of possibilities are explored to explain the gendered nature of this finding. (DIPF/Orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2004_(CD) |
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