Slovak adolescents' self-concept as a predictor of their school engagement
| dc.contributor.author | Žitniaková Gurgová, Beata | |
| dc.contributor.author | Ďuricová, Lenka | |
| dc.date.accessioned | 2025-05-06T07:45:42Z | |
| dc.date.available | 2025-05-06T07:45:42Z | |
| dc.date.issued | 2024 | |
| dc.description | In: Psychological application and trends 2024. 1. vyd. Lisabon : inScience Press, 2024. ISBN 978-989-35106-6-7. ISSN 2184-2205. Pp. 542-546. | |
| dc.description.abstract | A student's school engagement is a significant factor in his/her school success (Appleton et al., 2006; Simons-Morton & Chen, 2009; Wang, 2009). Student self-concept is also associated with school performance according to previous research (e.g., Marsh & Martin, 2011). The present study builds on the results of the investigation of the correlations between the overall self-concept of Slovak adolescents and their school engagement. However, its aim is to confirm the individual dimensions of adolescents' self-concept in the Piers-Harris sense in the role of predictors of their overall school engagement. Thus, the ambition of the research study is to contribute to the explanation of the construct of school engagement. The research sample consists of 1013 adolescents (AMage = 17.00, SDage = 1.27) from different regions of the Slovak Republic. ASCSS/Adolescents' Self-Concept Short Scale (Veiga & Leite, 2016) and SES-4DS/Student Engagement in Schools - Four-dimensional Scale (Veiga, 2016) were used as research instruments. Multiple regression analysis deepened the results of the correlational analysis and a statistically significant regression model explained approximately 45% of the adolescent school engagement variable. In the role of significant predictors in relation to school engagement, the model confirms three of the six dimensions of adolescents' self-concept in the Piers-Harris sense: behaviour, popularity, and intellectual status. The discussion focuses on finding parallels with the dimensions of the construct of school engagement (behavioural, affective and cognitive). The results of the research study (despite its limits: self-reports, data collection) can be used in setting up intervention programs oriented towards strengthening students' school engagement and secondarily improving their academic performance. | |
| dc.identifier.uri | https://repo.umb.sk/handle/123456789/321 | |
| dc.language.iso | en | |
| dc.publisher | inScience Press : Lisabon | |
| dc.rights | © vydavateľ | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.subject | dospievanie | |
| dc.subject | maturation | |
| dc.subject | školská angažovanosť | |
| dc.subject | school engagement | |
| dc.subject | sebaponímanie | |
| dc.subject | sebapojatie | |
| dc.subject | sebapoňatie | |
| dc.subject | self-concept | |
| dc.title | Slovak adolescents' self-concept as a predictor of their school engagement | |
| dc.type | Article | |
| dc.type | info:eu-repo/semantics/article |
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