Influences on pupils\u27 self-perceptions in primary school: Enjoyment of school, anxiety and isolation, and self-image in Year 5 (original) (raw)
Related papers
2008
This report presents the results of analyses of pupils’ self-perceptions in primary school. It is part of the longitudinal Effective Pre-school and Primary Education 3-11 (EPPE 3-11) research project funded by the Department for Children, Schools and Families (DCSF). The focus of this report is pupils’ self-perceptions in Year 5 (age 10) in four key areas: ‘Enjoyment of school’; ‘Academic self-image’; ‘Behavioural self-image’ and ‘Anxiety and Isolation’. Reports on pupils’ cognitive and social/behavioural development at this age have been published separately (Sammons et al., 2007a; 2007b). The original EPPE sample was recruited to the study at age 3 years plus and monitored to the end of Key Stage 1 (Year 2) in primary school. An additional ‘home’ sample of children (who had not attended a pre-school setting) was recruited when the pre-school sample started primary school. The EPPE 3-11 extension is following up the sample to the end of primary school (age 11 years plus). In additi...
Pupils\u27 self-perceptions and views of primary school in Year 5
2008
The Effective Pre-School and Primary Education 3-11 (EPPE 3-11) project investigates the impact of pre- school, primary school and family on a range of outcomes for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief presents findings on pupils\u27 Self-perceptions (\u27 Enjoyment of school\u27, \u27Anxiety and Isolation\u27, \u27Academic self-image\u27 and \u27Behavioural self-image\u27 ) and their views of different features of primary school (\u27 Teachers\u27 support for pupils\u27 learning\u27, \u27Headteacher qualities\u27 and \u27Positive social environment\u27 ) in Year 5. The analyses involved two steps: first, differences in pupils\u27 Self-perceptions and Views of primary school measured at Year 5 were explored, in relation to child, family and Home Learning Environment (HLE) characteristics. Second, the relationships between pupils\u27 Self-perceptions and their Views of primary school and educational outco...
2008
This research builds on earlier reports (Sammons et al., 2007) by investigating relationships between children\u27s outcomes in Year 5 and aspects of pupils\u27 self perceptions and their views of primary school measured in Year 5 (age 10) and in Year 2 (age 7) of primary school while controlling for background characteristics. These measures have been derived from a self-report instrument completed by the EPPE 3-11 children. The analyses explored associations between children\u27s progress and development over time and their self-perceptions and views of primary school
Exploring pupils\u27 views of primary school in Year 5
2008
A range of information about pupils\u27 self-perceptions and views of their primary school were collected as part of the EPPE 3-11 Project. In Year 5, the \u27All About Me and My School\u27 questionnaire included information about pupils\u27 views of their primary school. A range of statistical methods has been used to investigate results for 2,528 pupils for whom at least one pupils\u27 views of primary school outcome measure was collected in Year 5. Three measures of pupils\u27 views of primary school were identified from exploratory and confirmatory factor analysis of the questionnaire data and these measures have been further analysed in relation to a range of child, family and home learning environment (HLE) characteristics to explore whether certain groups of pupils have different views and experiences. In addition, analyses have been conducted to see whether pupils\u27 views of primary school are associated with variation in pupils\u27 other outcomes in Year 5
Exploring pupils' views of primary school in Year 5
2008
A range of information about pupils’ self-perceptions and views of their primary school were collected as part of the Effective Provision of Pre-school and Primary Education (EPPE 3-11) Project. The EPPE 3-11 study is funded by the Department for Children, Schools and Families (DCSF) and has followed children’s development from pre-school through to the end of primary school and explored evidence of educational influences in pre-school and primary school, as well as the impact of child, family and home learning environment (HLE) characteristics as predictors of pupils’ outcomes (attainment, social/behavioural development and self-perceptions). In Year 5 the ‘All About Me and My School’ questionnaire included information about pupils’ views of their primary school. A range of statistical methods has been used to investigate results for 2528 pupils for whom at least one pupils’ views of primary school outcome measure was collected in Year 5.
2008
The Effective Pre-school and Primary Education Project 3-11 (EPPE 3-11) is a largescale longitudinal study of the impact of pre-school and primary school on children’s developmental outcomes, both cognitive and social/behavioural. The study has been following children from the start of pre-school (at age 3 years plus) through to the end of primary school. Previous reports have focused on the educational and social/behavioural outcomes of the EPPE 3-11 sample at the end of Year 5 (age 10) and progress from the end of Year 1 (age 6) to the end of Year 5 (age 10) in primary school (Sammons et al., 2007a; 2007b). The research also explored the predictive power of a wide variety of child, parent, and family characteristics on attainment and development, including the Early years home learning environment (HLE) during the years of preschool and aspects of the later HLE during Key stage 1 of primary school (Sammons et al., 2002; 2003; Sylva et al., 2004). This research builds on earlier re...
The Influence of School Factors on Students’ Self-Concept: Findings from PIRLS 2016
Human, Technologies and Quality of Education, 2021, 2021
In recent years, studies have put emphasis on school not only as an institution for academic achievement but also as an environment for social-emotional development, learning and shaping students’ attitudes and beliefs. There are studies that show the correlation between the environment and development of a child’s self-concept, as well as the correlation between self-concept and school anxiety. The studies have discovered very strong relationship between school success factors such as enjoyment, engagement and achievement and the school’s climate. However, there are many unknown answers to the question how significant the role of school is in shaping child’s awareness of self, self-confidence, self-concept, self-efficacy and self-esteem. The purpose of this study is, first, to analyse different studies on the impact of school on students’ self-concept, academic self-concept and self-efficacy and, second, to identify school factors that influence students’ self-concept from the PIRL...