Literaturnachweis - Detailanzeige
Autor/inn/en | Raufelder, Diana; Sahabandu, Diomira; Martínez, Guadalupe Sánchez; Escobar, Victoria |
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Titel | The mediating role of social relationships in the association of adolescents' individual school self-concept and their school engagement, belonging and helplessness in school. |
Quelle | In: Educational psychology, 35 (2015) 2, S. 137-157Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben |
Zusatzinformation | Forschungsdaten, Studiendetails und Erhebungsinstrumente |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0144-3410; 1469-5820 |
DOI | 10.1080/01443410.2013.849327 |
Schlagwörter | Strukturgleichungsmodell; Soziale Situation; Angst; Selbstkonzept; Selbstwirksamkeit; Soziale Bindung; Soziale Beziehung; Adoleszenz; Schuljahr 07; Schuljahr 08; Schulische Motivation; Motivation; Engagement; Hilflosigkeit; Verbundenheit; Jugendlicher; Brandenburg; Deutschland |
Abstract | 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. (Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2022/2 |