Academic self‐concept in high school: Predictors and effects on adjustment in higher education

Abstract

Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy.

First-year university students’ academic success: the importance of academic adjustment

“…It seems reasonable to expect that students with higher scores in secondary education will be better equipped to cope with academic demands and thus adjust to university more easily (Baker and Siryk 1989;Kaczmarek et al 1990). However, Wouters et al (2011) found no relationship between achievement in secondary education and academic adjustment in higher education, so we questioned whether to expect a pathway from secondary school GPA to adjustment in university.…”

Homesickness at College: Its Impact on Academic Performance and Retention

“…Student adjustment to college has been an import ant topic among college administrators, faculty, academic advising, and mental health counseling (Crede & Niehorster, 2012;Johnson & Sandhu, 2007;Thurber & Walton, 2012;Wouters, Germeijs, Colpin, & Verschueren, 2011). Although the public has traditionally regarded transition to college as a positive adventure and opportunity for personal development, students face multiple challenges, including managing their lives independently, establishing new friendships, and acclimating to the new routines and academic criteria (Johnson & Sandhu, 2007;Thurber & Walton, 2012).…”

Studying High School Students Detection Forms of Self Concepts In Terms Of Some Variables

“…Wouters ve ark. nın [24] lise eğitimindeki akademik benlik kavramını etkile-yen faktörleri ve eğitimdeki düzenlemeye etkisini araştırmak amacıyla 536 on ikinci sınıf öğrencisinde yaptıkları çalışmada benlik kavramında sınıf ortalama başarısının önemli olduğu ve akademik benlik kavramı azaldıkça sınıf ortalama başarı-sının da azaldığı bulunmuştur. Ayrıca eğitimdeki başarı, akademik uyum ve akademik benlik kavramı arasında da pozitif ilişki bildirilmiştir.…”

“…Ayrıca bazı çalışmalarda çocuk ve ergenlerin benlik kavramı ve benlik saygısı ile akademik başarı, akran ilişkilerinin kalitesi, başa çıkma becerilerinin ilişkili olmasına rağmen yaş ve cinsiyet gibi faktörlerin ilişkili olmadığı belirlenmiştir. [12,13,[20][21][22][23][24][25][26][27][28] Dünya Sağlık Örgütü Avrupa Bölgesi'nin 21. Yüzyılda Herkes İçin Sağlık hedeflerinden biri "Gençlerin 2020 yılı-na kadar daha sağlıklı olmalarını ve toplum içindeki rollerini sağlıklı bir biçimde yerine getirebilmelerini sağlamaktır".…”