Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Postigo, Álvaro; Fernández-Alonso, Rubén; Fonseca‐Pedrero, Eduardo; González-Nuevo, Covadonga; Muñiz, José

doi:10.3390/ijerph19053010

Cited by 15 publications

(10 citation statements)

References 89 publications

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“…The decrease in control and value appraisals and learning enjoyment revealed in this study was in accordance with our expectations. It was also in line with other research on subject‐specific learning enjoyment (e.g., Ahmed et al., 2013; Hagenauer & Hascher, 2010; Raccanello et al., 2019), academic self‐concept (Marsh, 1989; Postigo et al., 2022), and value attached to school subjects (e.g., Jacobs et al., 2002). A similar decline has been reported for other school‐related constructs, for example, school attachment (Fischer & Theis, 2014), intrinsic motivation (Scherrer & Preckel, 2019), or homework effort (Trautwein et al., 2006), which suggests a wider developmental trend with several intertwined processes and perhaps partially shared causes.…”

Section: Discussionsupporting

confidence: 89%

Changes in control and value appraisals predict changes in learning enjoyment: A four‐wave analysis among lower secondary school students

Hawrot

2023

Brit J of Edu Psychol

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BackgroundThe control‐value theory of achievement emotions postulates that it is possible to affect achievement emotions by decreasing or increasing control and value appraisals. This implies that changes in the latter should result in changes in the former. However, the assumption has been rarely tested.AimsThis study aimed at verifying whether changes in control and value appraisals – two proximal antecedents of achievement emotions – predicted changes in learning enjoyment over the course of lower secondary school. Moreover, since studying changes requires knowledge of their overall pattern, it also investigated the developmental trajectories of the three student characteristics.SampleThe study used longitudinal data of 5125 German students gathered between Grades 5 and 9, four measurement occasions in total.MethodsThe hypotheses were tested using univariate and multivariate latent change score models.ResultsThe analyses revealed decreases in control and value appraisals and learning enjoyment between Grades 5 and 9. Moreover, the decreases in control and value appraisals predicted the decreases in learning enjoyment.ConclusionsThe study provides support for the change–change assumption, which is one of the key but under‐researched elements of the control‐value theory of achievement emotions. As such, it suggests that alleviating the decrease in control and value appraisals may mitigate the decrease in learning enjoyment. Moreover, by providing longitudinal evidence on the decrease in the three constructs under study, it corroborates the inimical trend observed in past research.

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Section: Discussionsupporting

confidence: 89%

Changes in control and value appraisals predict changes in learning enjoyment: A four‐wave analysis among lower secondary school students

Hawrot

2023

Brit J of Edu Psychol

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“…Students in the third cycle of primary education scored higher than students in both cycles of ESO and those in baccalaureate, indicating that they have a better self-perception about academics than the other groups. In line with these results, researchers have reported a negative trend in the self-perception of this dimension in the transition from primary to secondary education [32][33][34].…”

Section: Main Findingssupporting

confidence: 61%

Differences in Self-Concept and Its Dimensions in Students of the Third Cycle of Primary School, Obligatory Secondary Education, and Baccalaureate

et al. 2023

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Self-concept can be defined as a structured, multidimensional, and evolving construct that constitutes all the beliefs that an individual has about him/herself. Among its dimensions is the physical dimension that encompasses perceptions of physical attractiveness, self-esteem, and physical condition. The purpose of this cross-sectional study was to look for differences between the educational stages from the third cycle of primary school and high school, as well as to study the possible correlations between the age groups and the dimensions of the scale. The AF-5 scale was used to measure self-concept, the Kolmogoronov–Smirnov test was applied to determine the normality of the data, Kruskall–Wallis to identify the differences between the dimensions of the scale and the educational stages, and Spearman’s Rho for correlations between dimensions and age groups. Significant differences were found in the academic, emotional, family, and physical dimensions between educational stages and between the scale as a single construct. Significant inverse correlations were also found between age groups and dimensions. Overall self-concept decreases with age and varies according to the educational stage.

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“…The social environment is people who are able to build positive self-confidence in someone. If someone gets support, he will step more confidently and not hesitate in taking action (Jankowski et al, 2022;Postigo et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Connection Management Self-Concept and Social Support With Student Confidence

Lubis

Abdurrahman

Fazira

2022

NJMPI

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This article aims to empirically examine the relationship between self-concept and social support with the self-confidence of the students of MTsS Al-Washliyah Tembung. The population in this study amounted to 246 students with a sample of 105 students. The sampling technique in this study used a purposive sampling technique. The results showed that, an instrument used to obtain the data is the self-confidence scale, self-concept scale, and social support scale. The results of data analysis using regression analysis obtained the regression coefficient of the three variables of 0.679 (p <0.01) this means that there is a significant relationship between self-concept and social support with student self-confidence so that the hypothesis proposed in this study is accepted. The effective contribution of self-concept and social support variables with student self-confidence is 67%. The correlation coefficient between the variables of self-concept and students' self-confidence is 0.6555 (p<0.01). This means that there is a significant positive relationship between self-concept and students' self-confidence. While the correlation coefficient between the variables of social support and students' self-confidence is 0.437 (p < 0.01) this means that there is a significant positive relationship between social support and student self-confidence, so the hypothesis proposed in the study is accepted. This means that there is a significant positive relationship between self-concept and students' self-confidence. While the correlation coefficient between the variables of social support and students' self-confidence is 0.437 (p < 0.01) this means that there is a significant positive relationship between social support and student self-confidence, so the hypothesis proposed in the study is accepted. This means that there is a significant positive relationship between self-concept and students' self-confidence. While the correlation coefficient between the variables of social support and students' self-confidence is 0.437 (p < 0.01) this means that there is a significant positive relationship between social support and student self-confidence, so the hypothesis proposed in the study is accepted.

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Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Cited by 15 publications

References 89 publications

Changes in control and value appraisals predict changes in learning enjoyment: A four‐wave analysis among lower secondary school students

Changes in control and value appraisals predict changes in learning enjoyment: A four‐wave analysis among lower secondary school students

Differences in Self-Concept and Its Dimensions in Students of the Third Cycle of Primary School, Obligatory Secondary Education, and Baccalaureate

Connection Management Self-Concept and Social Support With Student Confidence

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