Self-concept in adolescence: a longitudinal study on reciprocal effects of self-perceptions in academic and social domains.
Identifieur interne : 000411 ( PubMed/Checkpoint ); précédent : 000410; suivant : 000412Self-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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