Work

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

Year: 2015

Type: article

Abstract: 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.

Source: Revista de Psicodidáctica

DOI: 10.1387/revpsicodidact.12671

Authors: Feliciano H. Veiga, Fernando García, Johnmarshall Reeve, Kathryn Wentzel, Oscar Garcia

Institutions: University of Lisbon, Universitat de València, University of Seoul, University of Maryland, College Park

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $3,980