The mediating role of social relationships in the association of adolescents' individual school self-concept and their school engagement, belonging and helplessness in school

It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students' individual school self-concept. In contrast, less is known about the association between students' individual...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2015-02, Vol.35 (2), p.137-157
Main Authors: Raufelder, Diana, Sahabandu, Diomira, Martínez, Guadalupe Sánchez, Escobar, Victoria
Format: Article
Language:English
Subjects:
academic self-concept
Adolescents
Correlation
Correlation analysis
Factor Analysis
Foreign Countries
Germany
Grade 7
Grade 8
Group Membership
Helplessness
helplessness in school
Hypothesis Testing
individual school self-concept
Interpersonal Relationship
Learner Engagement
Middle School Students
Motivation
Personal relationships
Program for International Student Assessment
school belonging
school engagement
Secondary Education
Secondary schools
Self Concept
Self Concept Measures
Self esteem
social relationships
Statistical Analysis
Structural Equation Models
Student Adjustment
Surveys
Teacher Student Relationship
Teenagers
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Summary:It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students' individual school self-concept. In contrast, less is known about the association between students' individual school self-concept and school engagement, or the related concepts of school belonging and helplessness in school. The current study explored social relationships as mediators in the association between individual school self-concept and adolescents' school engagement, belonging to school and helplessness in school in a large sample of 7th and 8th grade students (N = 1088; M Age  = 13.7) in secondary schools in Brandenburg, Germany. The results of two structural equation models showed that the teacher-student relationship mediated the association between individual school self-concept and school engagement, belonging to school and helplessness in school, respectively. In contrast, the student-student relationship did not mediate any of these associations.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2013.849327