The mediating role of social relationships in the association of adolescents' individual school self-concept and their school engagement, belonging and helplessness in school.

Autor/inn/en	Raufelder, Diana; Sahabandu, Diomira; Martínez, Guadalupe Sánchez; Escobar, Victoria
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 Link als defekt meldenVerfügbarkeit
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