School Engagement and Self-Esteem among Turkish Secondary School Students: A Moderated-Mediation Model for Academic Achievement and Gender

Autor/in	Karababa, Ali
Titel	School Engagement and Self-Esteem among Turkish Secondary School Students: A Moderated-Mediation Model for Academic Achievement and Gender
Quelle	In: Psychology in the Schools, 59 (2022) 6, S.1088-1104 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karababa, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22663
Schlagwörter	Foreign Countries; Learner Engagement; Academic Achievement; Self Esteem; Correlation; Secondary School Students; Gender Differences; Early Adolescents; Turkey + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Self-esteem; Selbstaufmerksamkeit; Korrelation; Sekundarschüler; Geschlechterkonflikt; Türkei
Abstract	The study aimed to examine the direct relationships between school engagement, academic achievement, and self-esteem, and whether academic achievement mediated the relationship between school engagement and self-esteem among Turkish secondary school students. An additional aim of the study was also to test whether these associations were moderated by gender. The study sample consisted of 402 adolescents (207 female-195 male) studying at the secondary school, aged from 11 to 14 years old. The study findings showed both the significant direct positive associations among the studied variables and the mediating role of academic achievement in the relationship between school engagement and self-esteem. It also found that the direction, strength, and structure of the direct and indirect relationships among the studied variables did not differ between the two gender groups. In conclusion, students who have higher levels of school engagement tend to show improvements in their academic achievement, and achieving better educational performance promotes higher self-esteem. Directions for future research and application were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01