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When Adolescents with High Self-Concept Lose their Engagement in School
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Orientador(es)
Resumo(s)
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.
Descrição
La motivación escolar y el autoconcepto son dos constructos claves del ajuste académico. Para entender
cómo la motivación escolar cambia durante la adolescencia, se analizó la motivación académica de adolescentes
tempranos y medios (cognitiva, afectiva, conductual e implicación personal) y su autoconcepto.
La muestra fue de 685 adolescentes, 296 hombres (43,2%) y 389 mujeres de 11 a 17 años. Los adolescentes
tempranos con alto autoconcepto siempre indicaron mayor motivación cognitiva, afectiva, conductual
e implicación personal que los de autoconcepto bajo. Sin embargo, los adolescentes medios con alto autoconcepto
solo indicaron mayor motivación afectiva y conductual que los de bajo autoconcepto. Los adolescentes
medios con alto autoconcepto indicaron iguales niveles de motivación cognitiva e implicación
que los de bajo autoconcepto. Estos resultados sugerirían que los adolescentes medios con mayor autoconcepto
habrían perdido sus niveles altos de motivación cognitiva y escolar de la adolescencia temprana.
Palavras-chave
Students’ engagement in school Self-concept Early and middle adolescence
Contexto Educativo
Citação
Veiga, F., García, F., Reeve, J., Wentzel, K., & García, Ó. (2015). When Adolescents with High Self-Concept Lose their Engagement in School. Revista de Psicodidáctica, 20(2), 305-320.