Self-concept in adolescence: a longitudinal study on reciprocal effects of self-perceptions in academic and social domains.
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.
University of Trier, Department of Psychology, Universitätsring 15, 54286 Trier, Germany. Electronic address: preckel@uni-trier.de.
Franzis
F
Preckel
Christoph
C
Niepel
Marian
M
Schneider
Martin
M
Brunner
D000293:Adolescent; D003430:Cross-Sectional Studies; D004522:Educational Status; D005260:Female; D005858:Germany; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D012574:Schools; D012649:Self Concept; D012919:Social Behavior
Academic self-concept; Adolescence; Longitudinal data; Social acceptance; Social assertion; Social self-concept