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ERIC Number: EJ1061192
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
Reference Count: 118
ISBN: N/A
ISSN: ISSN-0144-3410
The Mediating Role of Social Relationships in the Association of Adolescents' Individual School Self-Concept and Their School Engagement, Belonging and Helplessness in School
Raufelder, Diana; Sahabandu, Diomira; Martínez, Guadalupe Sánchez; Escobar, Victoria
Educational Psychology, v35 n2 p137-157 2015
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[subscript 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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Identifiers - Assessments and Surveys: Program for International Student Assessment