Self-Concept, Self-Esteem and Academic Achievement: Strategies for Maintaining Self-Esteem in Students Experiencing Academic Failure

Autor/inn/en	Peixoto, Francisco; Almeida, Leandro S.
Titel	Self-Concept, Self-Esteem and Academic Achievement: Strategies for Maintaining Self-Esteem in Students Experiencing Academic Failure
Quelle	In: European Journal of Psychology of Education, 25 (2010) 2, S.157-175 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-010-0011-z
Schlagwörter	Academic Failure; Academic Achievement; Self Concept Measures; Measures (Individuals); Educational Experience; Self Esteem; Secondary School Students; Foreign Countries; Portugal (Lisbon) + Suchen Sie Ihr Suchwort? Schulleistung; Messdaten; Bildungserfahrung; Self-esteem; Selbstaufmerksamkeit; Sekundarschüler; Ausland
Abstract	Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students' global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an acceptable level. The participants were 955 adolescents in the 7th, 9th and 11th grades at four secondary schools in Lisbon. Three hundred fifty-two of these students had retaken a year at least once in their school careers, whilst 603 had never done so. We collected the data using both a self-concept scale and a scale for evaluating attitudes towards school. Results show that self-esteem is maintained through positive self-representations in non-academic facets of self-concept and/or by devaluing school-related competences. They also show that younger students are less likely to maintain self-esteem by devaluing the school experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10