Self-concept in adolescence: a longitudinal study on reciprocal effects of self-perceptions in academic and social domains.
Identifieur interne : 000636 ( Ncbi/Curation ); précédent : 000635; suivant : 000637Self-concept in adolescence: a longitudinal study on reciprocal effects of self-perceptions in academic and social domains.
Auteurs : Franzis Preckel [Allemagne] ; Christoph Niepel ; Marian Schneider ; Martin BrunnerSource :
- Journal of adolescence [ 1095-9254 ] ; 2013.
Descripteurs français
- Wicri :
- geographic : Allemagne.
English descriptors
- KwdEn :
- MESH :
- geographic : Germany.
- Adolescent, Cross-Sectional Studies, Educational Status, Female, Humans, Longitudinal Studies, Male, Schools, Self Concept, Social Behavior.
Abstract
Fostering social and academic self-concepts are central educational goals. During mid-adolescence academic engagement and success seem to be devalued by peers and to be negatively associated with students' social standing. For this age group, is the development of a positive academic self-concept compatible with the development of a positive social self-concept? We investigated relations among academic self-concept, social self-concept, and academic achievement. 1282 students (47.60% female) participated in three-waves of measurement in Grade 5, 6, and 8. Earlier social self-concept of acceptance negatively predicted changes in academic self-concept over time while earlier social self-concept of assertion positively predicted changes in academic self-concept. There were no significant relations between social self-concepts and achievement but positive reciprocal relations between academic self-concept and achievement. Results indicate that fostering adolescents self-concept in social and academic domains are compatible goals. However, some students need support in managing the challenge to coordinate social and academic goals.
DOI: 10.1016/j.adolescence.2013.09.001
PubMed: 24215963
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Electronic address: preckel@uni-trier.de.</nlm:affiliation><country xml:lang="fr">Allemagne</country><wicri:regionArea>University of Trier, Department of Psychology, Universitätsring 15, 54286 Trier</wicri:regionArea><wicri:noRegion>54286 Trier</wicri:noRegion><orgName type="university">Université de Trèves</orgName><placeName><settlement type="city">Trèves (Allemagne)</settlement><region type="land" nuts="1">Rhénanie-Palatinat</region></placeName></affiliation></author><author><name sortKey="Niepel, Christoph" sort="Niepel, Christoph" uniqKey="Niepel C" first="Christoph" last="Niepel">Christoph Niepel</name></author><author><name sortKey="Schneider, Marian" sort="Schneider, Marian" uniqKey="Schneider M" first="Marian" last="Schneider">Marian Schneider</name></author><author><name sortKey="Brunner, Martin" sort="Brunner, Martin" uniqKey="Brunner M" first="Martin" last="Brunner">Martin Brunner</name></author></analytic><series><title level="j">Journal of adolescence</title><idno type="eISSN">1095-9254</idno><imprint><date when="2013" type="published">2013</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Adolescent</term><term>Cross-Sectional Studies</term><term>Educational Status</term><term>Female</term><term>Germany</term><term>Humans</term><term>Longitudinal Studies</term><term>Male</term><term>Schools</term><term>Self Concept</term><term>Social Behavior</term></keywords><keywords scheme="MESH" type="geographic" xml:lang="en"><term>Germany</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Adolescent</term><term>Cross-Sectional Studies</term><term>Educational Status</term><term>Female</term><term>Humans</term><term>Longitudinal Studies</term><term>Male</term><term>Schools</term><term>Self Concept</term><term>Social Behavior</term></keywords><keywords scheme="Wicri" type="geographic" xml:lang="fr"><term>Allemagne</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Fostering social and academic self-concepts are central educational goals. During mid-adolescence academic engagement and success seem to be devalued by peers and to be negatively associated with students' social standing. For this age group, is the development of a positive academic self-concept compatible with the development of a positive social self-concept? We investigated relations among academic self-concept, social self-concept, and academic achievement. 1282 students (47.60% female) participated in three-waves of measurement in Grade 5, 6, and 8. Earlier social self-concept of acceptance negatively predicted changes in academic self-concept over time while earlier social self-concept of assertion positively predicted changes in academic self-concept. There were no significant relations between social self-concepts and achievement but positive reciprocal relations between academic self-concept and achievement. Results indicate that fostering adolescents self-concept in social and academic domains are compatible goals. However, some students need support in managing the challenge to coordinate social and academic goals.</div></front></TEI></record>Pour manipuler ce document sous Unix (Dilib)
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