Academic motivation, self‐concept, engagement, and performance in high school: Key processes from a longitudinal perspective

Abstract

The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high‐school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self‐concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self‐system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention.

Third grade and concurrent predictors of engagement and achievement in reading in eighth grade

“…The internal consistency coefficient was .81 ). This measure corresponds to Green et al's (2012) construct of self, which was found to predict engagement.…”

“…All three self-system processes significantly predicted increases in both behavioral and emotional engagement, with autonomy emerging as the strongest predictor (Skinner et al, 2008). Green et al (2012) analyzed the relations among the components of the SSMMD. Their investigation included four components: context, self, engagement, and outcome.…”

Validade da Escala de Cognições Acadêmicas Autorreferentes: autoconceito, autoeficácia, autoestima e valor

“…No que se refere ao desempenho escolar, os estudos têm constatado que o autoconceito, a autoestima e a autoeficácia possuem papel relevante na explicação e na predição do desempenho acadê-mico (Parker, Marsh, Ciarrochi, Marshaal, & Abduljabbar, 2013;Piran, 2014;Prince & Nurius, 2014;Richardson, Abraham, & Bond, 2012;Trautwein & Möller, 2016). Além disso, pesquisas apontam relações de autoconceito, autoeficácia e autoestima com variáveis como dificuldades de aprendizagem (Guerreiro, 2015), motivação e engajamento (Guerreiro, 2015;Green et al, 2012), bem-estar e emoções (Goetz, Cronjaeger, Frenzel, Lüdtke, & Hall, 2010;Tu & Zhang, 2014), etc. Há concordância entre os autores citados de que uma visão positiva de si mesmo está associada a uma melhor trajetória escolar.…”

The self-concept life cycle and brand perceptions: An interdisciplinary perspective

“…More than two decades ago, however, Demo (1992) indicated that the focus of self-concept related research had been too narrow (i.e., student samples of young adults), thus limiting the applicability of the outcomes to individuals in other life-stages. The field of psychology responded through a growing body of knowledge that considers a wider range of respondents, such as adolescents and other groups from early to late adulthood (e.g., Green et al 2012;Lodi-Smith and Roberts 2010). Nevertheless, applications to consumer research focusing on the full spectrum of a consumer's selfconcept life cycle and, subsequently, its impact on brand perceptions, such as brand attitude, have been sparse.…”