When adolescents with high self-concept lose their engagement in school

  1. Veiga, Feliciano H. 1
  2. García, Fernando 2
  3. Reeve, Johnmarshall 3
  4. Wentzel, Kathryn 4
  5. Garcia, Oscar 2
  1. 1 Universidade de Lisboa
    info

    Universidade de Lisboa

    Lisboa, Portugal

    ROR https://ror.org/01c27hj86

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  3. 3 Korea University
    info

    Korea University

    Seúl, Corea del Sur

    ROR https://ror.org/047dqcg40

  4. 4 University of Maryland, College Park
    info

    University of Maryland, College Park

    College Park, Estados Unidos

    ROR https://ror.org/047s2c258

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2015

Volumen: 20

Número: 2

Páginas: 305-320

Tipo: Artículo

DOI: 10.1387/REVPSICODIDACT.12671 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

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.

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