When adolescents with high self-concept lose their engagement in school
- Veiga, Feliciano H. 1
- García, Fernando 2
- Reeve, Johnmarshall 3
- Wentzel, Kathryn 4
- Garcia, Oscar 2
-
1
Universidade de Lisboa
info
-
2
Universitat de València
info
-
3
Korea University
info
-
4
University of Maryland, College Park
info
ISSN: 1136-1034
Año de publicación: 2015
Volumen: 20
Número: 2
Páginas: 305-320
Tipo: Artículo
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.
Referencias bibliográficas
- Ainley, M., Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement (1993) Journal of Educational Psychology, 85, pp. 395-405
- Appleton, J., Christenson, S., Furlong, M., Student engagement with school: Critical conceptual and methodological issues of the construct (2008) Psychology in the Schools, 45, pp. 369-386
- Bang, H.J., Suárez-Orozco, C., O'Connor, E., Immigrant students' homework: Ecological perspective on facilitators and impediments to task completion (2011) American Journal of Education, 118, pp. 25-55
- Calafat, A., García, F., Juan, M., Becoña, E., Fernández-Hermida, J.R., Which parenting style is more protective against adolescent substance use? Evidence within the European context (2014) Drug and Alcohol Dependence, 138, pp. 185-192
- Chase, P.A., Hilliard, L.J., Geldhof, G.J., Warren, D.J.A., Lerner, R.M., Academic achievement in the high school years: The changing role of school engagement (2014) Journal of Youth and Adolescence, 43, pp. 884-896
- Christenson, S.L., Reschly, A.L., Wylie, C., (2012) Handbook of research on student engagement, , New York, NY: Springer Science
- Coelho, V., Sousa, V., Figueira, A., The impact of a school-based social and emotional learning program on the self-concept of middle school students (2014) Revista de Psicodidáctica, 19, pp. 347-365
- Darr, C., Measuring student engagement: The development of a scale for formative use (2011) Handbook of research on student engagement, , S. Christenson, A. Reschly, & C. Wylie (Eds.), . New York: Springer
- Eccles, J.S., Midgley, C., Wigfield, A., Buchanan, C.M., Reuman, D., Flanagan, C., Mac Iver, D., Development during adolescence: The impact of stage-environment fit on adolescents' experiences in schools and families (1993) American Psychologist, 48, pp. 90-101
- Faul, F., Erdfelder, E., Buchner, A., Lang, A.G., Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses (2009) Behavior Research Methods, 41, pp. 1149-1160
- Finn, J.D., Withdrawing from school (1989) Review of Educational Research, 59, pp. 117-142
- Finn, J.D., Pannozzo, G.M., Voelkl, K.E., Disruptive and inattentive-withdrawn behavior and achievement among fourth graders (1995) The Elementary School Journal, 95, pp. 421-434
- Finn, J., Rock, D., Academic success among students at risk for school failure (1997) Journal of Applied Psychology, 82, pp. 221-234
- Flook, L., Repetti, R.L., Ullmann, J.B., Classroom social experiences as predictors of academic performance (2005) Developmental Psychology, 41, pp. 319-327
- Fredricks, J., Blumenfeld, P., Paris, A., School engagement: Potential of the concept, state of the evidence (2004) Review of Educational Research Spring, 74, pp. 59-109
- Fuentes, M.C., García, F., Gracia, E., Alarcón, A., Parental socialization styles and psychological adjustment: A study in Spanish adolescents (2015) Revista de Psicodidáctica, 20, pp. 117-138
- Furrer, C., Skinner, E., Sense of relatedness as a factor in children's academic engagement and performance (2003) Journal of Educational Psychology, 95, pp. 148-162
- García, F., Gracia, E., Zeleznova, A., Validation of the English version of the Five-Factor Self-Concept Questionnaire (2013) Psicothema, 25, pp. 549-555
- García, J.F., Musitu, G., Riquelme, E., Riquelme, P., A confirmatory factor analysis of the "Autoconcepto Forma 5" questionnaire in young adults from Spain and Chile (2011) Spanish Journal of Psychology, 14, pp. 648-658
- García, J.F., Pascual, J., Frías, M.D., Van Krunckelsven, D., Murgui, S., Design and power analysis: N and confidence intervals of means (2008) Psicothema, 20, pp. 933-938
- Gracia, E., García, F., Lila, M., Male police officers' law enforcement preferences in cases of intimate partner violence versus non-intimate interpersonal violence: Do sexist attitudes and empathy matter? (2014) Criminal Justice and Behavior, 41, pp. 1195-1213
- Glanville, J.L., Wildhagen, T., The measurement of school engagement: Assessing dimensionality and measurement in variance across race and ethnicity (2007) Educational and Psychological Measurement, 67, pp. 1019-1041
- Harter, S., (1999) The construction of the self: A developmental perspective, , New York: Guilford Press
- Janosz, M., Archambault, I., Morizot, J., Pagani, L., School engagement trajectories and their differential predictive relations to dropout (2008) Journal of Social Issues, 64, pp. 21-40
- Jimerson, S., Campos, E., Greif, J., Towards an understanding of definitions and measures of student engagement in schools and related terms (2003) The California School Psychologist, 8, pp. 7-28
- Johnson, M.K., Crosnoe, R., Elder, G.H., Jr., Students' attachment and academic engagement: The role of race and ethnicity (2001) Sociology of Education, 74, pp. 318-340
- Jones, J.G., Gieneeks, L., Measures of self-perceptions as predictors of scholastics achievements (1970) Journal of Educational Research, 63, pp. 201-203
- Jordan, W., Nettles, S., How students invest their time outside of school: Effects on schoolrelated outcomes (2000) Social Psychology of Education, 3, pp. 217-243
- Kalton, G., (1983) Introduction to survey sampling, , Beverly Hills, CA: Sage
- Kozan, S., Fabio, A.D., Blustein, D.L., Kenny, M.E., The role of social support and workrelated factors on the school engagement of Italian high school students (2014) Journal of Career Assessment, 22, pp. 345-354
- Lam, S.-F., Jimerson, J., Wong, B., Kikas, E., Shin, H., Veiga, F.H., Zollneritsch, J., Understanding and measuring student engagement in school: The results of an international study from 12 countries (2014) School Psychology Quarterly, 29, pp. 213-232
- Li, Y., Lynch, A., Kalvin, C., Liu, J., Lerner, R., Peer relationships as a context for the development of school engagement during early adolescence (2011) International Journal of Behavioral Development, 35, pp. 329-342
- Madill, R.A., Gest, S.D., Rodkin, P.C., Students' perceptions of relatedness in the classroom: The roles of emotionally supportive teacher-child interactions, children's aggressive-disruptive behaviors, and peer social preference (2014) School Psychology Review, 43, pp. 86-105
- Marks, S.H., Student engagement in instructional activity: Patterns in the elementary, middle, and high school years (2000) American Educational Research Journal, 37, pp. 153-184
- Marsh, H.M., Yeung, A.S., Causal effects of academic selfconcept on academic achievement: Structural equation models of longitudinal data (1997) Journal of Educational Psychology, 84, pp. 41-54
- Marsh, H.W., The structure of academic self-concept: The Marsh/ Shavelson model (1990) Journal of Educational Psychology, 82, pp. 623-636
- Marsh, H.W., Parker, J., Multidimensional adolescent selfconcept: Their relationship to age, sex and academic measures (1984) American Educational Research Journal, 22, pp. 422-444
- Maxwell, S.E., Delaney, H.D., (2004) Designing experiments and analyzing data: A model comparison perspective, , (2nd ed.). Mahwah, NJ: Erlbaum
- Pellas, N., The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of second life (2014) Computers in Human Behavior, 35, pp. 157-170
- Piers, E.V., Herzberg, D., (2002) Piers-Harris Children's Self-Concept Scale (2.ª ed.), , Wilshire Boulevard, CA: Western Psychological Services
- Preckel, F., Niepel, C., Schneider, M., Brunner, M., Selfconcept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains (2013) Journal of Adolescence, 36, pp. 1165-1175
- Reeve, J., How students create motivationally supportive learning environments for themselves: The concept of agentic engagement (2013) Journal of Educational Psychology, 105, pp. 579-595
- Reeve, J., Tseng, C., Agency as a fourth aspect of students' engagement during learning activities (2011) Contemporary Educational Psychology, 36, pp. 257-267
- Reise, S., Waller, N., Comrey, A., Factor analysis and scale revision (2000) Psychological Assessment, 12, pp. 287-297
- Rodrigues, Y., Veiga, F., Fuentes, M.C., García, F., Parenting and adolescents' self-esteem: The Portuguese context (2013) Revista de Psicodidáctica, 18, pp. 395-416
- Rodríguez-Fernández, A., Droguett, L., Revuelta, L., School and personal adjustment in adolescence: The role of academic selfconcept and perceived social support (2012) Revista de Psicodidáctica, 17, pp. 397-414
- Rodríguez-Hidalgo, A., Ortega-Ruiz, R., Zych, I., Peer victimization and ethnic-cultural peer victimization: Self-esteem and school relations between different cultural groups of students in Andalusia (2014) Revista de Psicodidáctica, 19, pp. 191-210
- Ryan, A.M., The peer group as a context for the development of young adolescents' motivation and achievement (2001) Child Development, 72, pp. 1135-1150
- Sánchez-Oliva, D., Viladrich, C., Amado, D., González-Ponce, I., García-Calvo, T., Prediction of positive behaviors in physical education: A Self-Determination Theory perspective (2014) Revista de Psicodidáctica, 19, pp. 387-405
- Simons-Morton, B., Chen, R., Peer and parent influences on school engagement among early adolescents (2009) Youth & Society, 41, pp. 3-25
- Skinner, E.A., Belmont, M.J., Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year (1993) Journal of Educational Psychology, 85, pp. 571-581
- Skinner, E.A., Kindermann, T.A., Furrer, C., A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom (2009) Educational and Psychological Measurement, 69, pp. 493-525
- Valentine, J.C., DuBois, D.L., Cooper, H., The relations between self-beliefs and academic achievement: A systematic review (2004) Educational Psychologist, 39, pp. 111-133
- Vannatta, K., Gartsein, M.A., Zeller, M., Noll, R.B., Peer acceptance and social behavior during childhood and adolescence: How important are appearance, athleticism, and academic competence? (2009) International Journal of Behavioral Development, 33, pp. 303-311
- Veiga, F.H., Uma nova versão da escala "Piers-Harris Childrens Self-Concept Scale" (2006) Psicologia e Educação, 6, pp. 39-49
- Veiga, F.H., Envolvimento dos alunos na escola: Elaboração de uma nova escala de avaliação (2013) International Journal of Developmental and Educational Psychology, 1, pp. 441-449
- Veiga, F., Bahia, S., Nogueira, J., Melo, M., Caldeira, S., Festas, I., Pereira, T., Portuguese adaptation of Students Engagement in School International Scale (SESIS) (2012) Proceedings of ICERI2012 Conference, pp. 3356-3362. , http://hdl.handle.net/10451/7581, Madrid, Spain
- Veiga, F., García, F., Neto, F., Almeida, L., The differentiation and promotion of students' rights in Portugal (2009) School Psychology International, 30, pp. 421-436
- Voelkl, K.E., Identification with school (1997) American Journal of Education, 105, pp. 294-318
- Vogl, K., Preckel, F., Fulltime ability grouping of gifted students: Impacts on social self-concept and school-related attitudes (2014) Gifted Child Quarterly, 58, pp. 51-68
- Wang, M., Holcombe, R., Adolescents' perceptions of school environment, engagement, and academic achievement in middle school (2010) American Educational Research Journal, 47, pp. 633-662
- Wang, M.T., Fredricks, J.A., The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence (2014) Child Development, 85, pp. 722-737
- Wentzel, K., Commentary: Socio-cultural contexts, social competence, and engagement at school (2012) Handbook of research on student engagement, pp. 479-488. , S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), New York: Springer