scholarly journals When Adolescents with High Self-Concept Lose their Engagement in School // Cuando se pierde la motivación escolar de los adolescentes con mejor autoconcepto

2015 ◽  
Vol 20 (2) ◽  
pp. 305-320 ◽  
Author(s):  
Feliciano H. Veiga ◽  
Fernando García ◽  
Johnmarshall Reeve ◽  
Kathryn Wentzel ◽  
Oscar Garcia
Keyword(s):  
School Adjustment ◽  
Early Adolescents ◽  
Self Concept ◽  
Behavioral Engagement ◽  
Personal Agency

Engagement in school and self-concept are two main constructs to explain the school adjustment. To understand how engagement might change during adolescence, we analyzed early and middle adolescents’ engagement in school (cognitive, affective, behavioural, and personal agency) as a function of their level of self-concept. Participants were 685 adolescents, 296 males (43.2%) and 389 females between 11-17 years old. Among early adolescents, students with high self-concept always reported more cognitive, affective, behavioural, and personal agency engagement than students with low self-concept. However, among middle adolescents, students with high self-concept reported only higher affective and behavioral engagement than students with low self-concept. High self-concept middle adolescents reported levels of cognitive and agentic engagement that were the same as their low self-concept peers, suggesting that these high self-concept middle adolescents had lost their earlier high levels of cognitive and agentic engagement.

Correlates of self-concept among black early adolescents

1980 ◽  
Vol 9 (2) ◽  
pp. 163-173 ◽  
Author(s):  
Marilyn J. Paul ◽  
Judith L. Fischer
Keyword(s):  
Early Adolescents ◽  
Self Concept

scholarly journals Hubungan Konsep Diri Akademik dengan Motivasi Berprestasi pada Remaja Awal yang Tinggal di Panti Asuhan di Denpasar

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Komang Diah Laxmy Prabadewi ◽  
Putu Nugrahaeni Widiasavitri
Keyword(s):  
Achievement Motivation ◽  
Quantitative Research ◽  
Early Adolescents ◽  
Simple Random Sampling ◽  
The Self ◽  
Self Concept ◽  
Moderate Intensity ◽  
P Value ◽  
Quantitative Research Methods ◽  
Correlation Analysis Method

  Early adolescence is a period for self-concept formation. The self concept is a set of beliefs and feelings of the individual about their own, including physical characteristics, social, emotional, aspiration and achievement (Hurlock, 1999). Concerned with the need of achievement, adolescents need to develop their self-concept specially their academic self-concept as a particular provision in order to face a competition in the work world later. The self concept is not an innate factor, but it is learned and shaped by individual experience in dealing with others. That is equal with the academic self-concept. When a person living in a different situation with the general one, such as live in an orphanage, it can affect early adolescents in shaping their self-concept, at last it can affect their desire to achieve their achievement. According to these conditions, the researchers wanted to see whether there are relationships between academic self-concept and achievement motivation in early adolescents who lives in an orphanage. This study uses quantitative research methods which is correlation analysis method using product moment that involving 120 early adolescents orphanages as subjects that obtained by using sample taking technique simple random sampling . The result found in this research, there is a positive and significant relationship between academic self-concept and achievement motivation in early adolescents who lives in orphanages in Denpasar, which is indicated by the correlation coefficient (r) between the variables of self-concept and achievement motivation is 0.588 with p value 0.000 (p< 0.05), which means that the variable of academic self-concept and achievement motivation variables correlated significantly and positively and both of those are at moderate intensity   Keywords: self concept, academic self-concept, achievement motivation, orphanages, early adolescents

Piecewise Growth Modeling of Early Adolescents’ Sense of Community and the Effects of School Adjustment

2020 ◽  
Vol 21 (2) ◽  
pp. 89-116
Author(s):  
Soyoung Ahn ◽  
Hyunwoo Shin ◽  
Cheong-ah Lee ◽  
Sehee Hong
Keyword(s):  
Sense Of Community ◽  
School Adjustment ◽  
Early Adolescents ◽  
Growth Modeling

scholarly journals Early Adolescents' Development of Academic Self-Concept and Intrinsic Task Value: The Role of Contextual Feedback

2014 ◽  
Vol 25 (3) ◽  
pp. 459-473 ◽  
Author(s):  
Burkhard Gniewosz ◽  
Jacquelynne S. Eccles ◽  
Peter Noack
Keyword(s):  
Early Adolescents ◽  
Task Value ◽  
Self Concept

Early adolescents' academic self-concept formation: Do classmates or friends matter most?

2013 ◽  
Vol 27 ◽  
pp. 193-200 ◽  
Author(s):  
Sofie Wouters ◽  
Hilde Colpin ◽  
Jan Van Damme ◽  
Steven De Laet ◽  
Karine Verschueren
Keyword(s):  
Concept Formation ◽  
Early Adolescents ◽  
Self Concept

Peer interactions, self-concept, locus of control, and avoidance of social situations of early adolescents

1995 ◽  
Vol 47 (2) ◽  
pp. 110-118 ◽  
Author(s):  
Alan Ralph ◽  
Lydia Merralls ◽  
Lisa Hart ◽  
Jacqueline S. Porter ◽  
Anita Tan Su-Neo
Keyword(s):  
Locus Of Control ◽  
Peer Interactions ◽  
Early Adolescents ◽  
Self Concept ◽  
Social Situations

scholarly journals FACTORES CONTEXTUALES Y VARIABLES INDIVIDUALES EN EL AJUSTE ESCOLAR

2017 ◽  
Vol 6 (1) ◽  
pp. 327 ◽  
Author(s):  
Lorea Azpiazu ◽  
Igor Esnaola ◽  
Iker Ros
Keyword(s):  
Life Satisfaction ◽  
Family Support ◽  
School Engagement ◽  
Multivariate Regression ◽  
School Adjustment ◽  
Multivariate Regression Analysis ◽  
Self Concept ◽  
Relevant Variable ◽  
Personal Variables ◽  
Pearson Correlations

Abstract.The aim of this study is to analize the relations between contextual variables (family support, friends support and teachers support), personal variables (self-concept and life satisfaction) and school adjustment and engagement. The sample is composed by 1615 participants from 12 to 23 years old. Pearson correlations show that all variables are significantly and positively correlated. Multivariate regression analysis shows that school engagement, self-concept, life satisfaction and friends support are directly related with school adjustment, being school engagement the most relevant variable. In the other hand, family and teacher support are indirectly related with school adjustment through self-concept and life satisfaction, which are directly related with school adjustment.Keywords: School adjustment, school engagement, family support, friends support, teachers support, self-concept and life satisfaction.Resumen.El objetivo de este estudio es analizar las relaciones entre variables contextuales (apoyo familiar, amistades y profesorado), individuales (autoconcepto y satisfacción con la vida) y el ajuste e implicación escolar. La muestra está compuesta por 1615 participantes de entre 12 y 23 años. Los resultados muestran relaciones significativas y positivas entre todas las variables analizadas mediante las correlaciones de Pearson. Asimismo, los análisis de regresión realizados señalan que la implicación escolar, el autoconcepto, la satisfacción con la vida y el apoyo de las amistades tienen una relación directa con el ajuste escolar, siendo la implicación escolar la variable que más peso o importancia tiene. Por otro lado, el apoyo familiar y del profesorado tienen una relación indirecta con el ajuste escolar, a través de las variables individuales autoconcepto y satisfacción con la vida, con las que están directamente relacionados.Palabras clave: Ajuste escolar, implicación escolar, apoyo familiar, apoyo de los amigos, apoyo de los profesores, autoconcepto y satisfacción con la vida.

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