Description:Social Forces is a journal of social research highlighting sociological inquiry but also exploring realms shared with social psychology, anthropology, political science, history, and economics. The journal's intended academic readers include sociologists, social psychologists, criminologists, economists, political scientists, anthropologists, and students of urban studies, race/ethnic relations, and religious studies.
Coverage: 1925-2014 (Vol. 4, No. 1 - Vol. 93, No. 2)
The "moving wall" represents the time period between the last issue available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. In rare instances, a publisher has elected to have a "zero" moving wall, so their current issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.
- Terms Related to the Moving Wall
- Fixed walls: Journals with no new volumes being added to the archive.
- Absorbed: Journals that are combined with another title.
- Complete: Journals that are no longer published or that have been combined with another title.
Subjects: Sociology, Social Sciences
Collections: Arts & Sciences II Collection, JSTOR Essential Collection
The purpose of this research was to determine the relationship between the academic self-concept and academic performance. The sample consists of 363 students from 10 high schools were chosen by using multistage cluster sampling method. The data collection instrument for academic self-concept was a researcher made questionnaire. For obtaining data regarding the participant's self-concept used of the total score of SCQ questioner, and regarding their scholastic performance through marks assigned by their teachers. After verifying the scale's factorial structure, established levels of association between self-concept and academic performance, and predictive power of academic self-concept. The research finding showed a close relationship between academic self-concept and measures of academic performance. Academic self-concept powerfully and positive predicts general performance in literature and mathematics. Feel it is necessary to give adequate and sufficient attention to self-concept and self-esteem and teachers should be offered methodological guidance in order to work on these throughout the educationalprocess.