Evguenia Shilshtein - Academia.edu (original) (raw)
Papers by Evguenia Shilshtein
European Journal of Special Needs Education, Apr 15, 2019
This study compared discrepancies between children's academic and social self-perceptions and par... more This study compared discrepancies between children's academic and social self-perceptions and parents' and teachers' perceptions of children's academic and social competence among 89 firstgrade children: 45 children at risk for learning disabilities (RLD) and 44 of typically developing peers (TD). The relationship between self-perceptions among the two groups of children and their significant adults' perceptions were compared. The children with RLD reported lower academic self-perception, but did not report lower social self-concept. The discrepancies between students', parents' and teachers' perceptions of students' academic and social competence were found only for the RLD group. Parents and teachers rated children with RLD as demonstrating lower levels of academic competence. Only teachers rated children with RLD as demonstrating lower levels of social competence. No significant differences were found among children and their significant adults for the comparison group. A serial-multiple mediation analysis presented the relationship model and emphasized the critical mediating role of teachers and parents in predicting children's academic self-concept. The educational implications of the results call for sensitizing teachers and parents to their perceptions, and to develop empowering intervention with a focused awareness to the impact of their perceptions.
Russian Education and Society, Jun 1, 2001
A number of works have been devoted to the psychological aspects of the emergence of the adolesce... more A number of works have been devoted to the psychological aspects of the emergence of the adolescent's personality. It is in that age period that the intellectual apparatus comes to be fully formed, enabling the youngster to make a reasoned construct of his own world view, his individual system of values, and his conception of self [Ia-kontseptsiia]. At this stage the image of self is unstable and less positive than in the younger school age. The peak of these changes comes at the age of about twelve or thirteen [4]. It is in this stage that the integration and interpretation of all the information relating to the self begins. In the epigenetic conception of E. Erikson the age of adolescence occupies a central place; the adolescent is trying to accomplish a basic objective, namely the development of a sense of role identity, which incorporates not only a system of current role identities but also the experience he has accumulated in previous stages of development, synthesizing it to serve as the basis for the further development of the personality of the adult individual [9].
European Journal of Psychology and Educational Research, 2019
The goals of the study were to examine the predictive power of general cognitive ability, working... more The goals of the study were to examine the predictive power of general cognitive ability, working memory, and self-efficacy in first grade for academic functioning of children at risk for learning disabilities in second grade. The study involved 82 children (age 6-7 years) from five local public elementary schools in middle-class neighborhoods in Jerusalem, including 41 children at risk for specific learning disabilities and 41 typically developing peers. In the first stage of the study, (performed at the end of first grade), general cognitive ability and working memory were assessed using subtests from the Wechsler Intelligence Scale for Children (the subtests consisted of: Vocabulary and Block Design for general cognitive ability; Arithmetic and Digit Span for working memory). Academic self-efficacy was rated using a structural interview. At follow-up, academic functioning was assessed at the end of second grade. A serial-multiple mediation analysis revealed significant mediating...
European Journal of Special Needs Education
European Journal of Special Needs Education, Apr 15, 2019
This study compared discrepancies between children's academic and social self-perceptions and par... more This study compared discrepancies between children's academic and social self-perceptions and parents' and teachers' perceptions of children's academic and social competence among 89 firstgrade children: 45 children at risk for learning disabilities (RLD) and 44 of typically developing peers (TD). The relationship between self-perceptions among the two groups of children and their significant adults' perceptions were compared. The children with RLD reported lower academic self-perception, but did not report lower social self-concept. The discrepancies between students', parents' and teachers' perceptions of students' academic and social competence were found only for the RLD group. Parents and teachers rated children with RLD as demonstrating lower levels of academic competence. Only teachers rated children with RLD as demonstrating lower levels of social competence. No significant differences were found among children and their significant adults for the comparison group. A serial-multiple mediation analysis presented the relationship model and emphasized the critical mediating role of teachers and parents in predicting children's academic self-concept. The educational implications of the results call for sensitizing teachers and parents to their perceptions, and to develop empowering intervention with a focused awareness to the impact of their perceptions.
Russian Education and Society, Jun 1, 2001
A number of works have been devoted to the psychological aspects of the emergence of the adolesce... more A number of works have been devoted to the psychological aspects of the emergence of the adolescent's personality. It is in that age period that the intellectual apparatus comes to be fully formed, enabling the youngster to make a reasoned construct of his own world view, his individual system of values, and his conception of self [Ia-kontseptsiia]. At this stage the image of self is unstable and less positive than in the younger school age. The peak of these changes comes at the age of about twelve or thirteen [4]. It is in this stage that the integration and interpretation of all the information relating to the self begins. In the epigenetic conception of E. Erikson the age of adolescence occupies a central place; the adolescent is trying to accomplish a basic objective, namely the development of a sense of role identity, which incorporates not only a system of current role identities but also the experience he has accumulated in previous stages of development, synthesizing it to serve as the basis for the further development of the personality of the adult individual [9].
European Journal of Psychology and Educational Research, 2019
The goals of the study were to examine the predictive power of general cognitive ability, working... more The goals of the study were to examine the predictive power of general cognitive ability, working memory, and self-efficacy in first grade for academic functioning of children at risk for learning disabilities in second grade. The study involved 82 children (age 6-7 years) from five local public elementary schools in middle-class neighborhoods in Jerusalem, including 41 children at risk for specific learning disabilities and 41 typically developing peers. In the first stage of the study, (performed at the end of first grade), general cognitive ability and working memory were assessed using subtests from the Wechsler Intelligence Scale for Children (the subtests consisted of: Vocabulary and Block Design for general cognitive ability; Arithmetic and Digit Span for working memory). Academic self-efficacy was rated using a structural interview. At follow-up, academic functioning was assessed at the end of second grade. A serial-multiple mediation analysis revealed significant mediating...
European Journal of Special Needs Education