Ďuricová, Lenka2025-09-052025-09-0520251732-6729https://doi.org/10.15804/tner.2025.80.2.04https://repo.umb.sk/handle/123456789/807In: The New Educational Review. Toruń : Wydawnictwo Adam Marszałek, 2025. ISSN 1732-6729. No. 80 (2025), pp. 59-69.The aim of the study is to examine self-concept sensu Piers-Harris and personality traits sensu Big Five in the role of predictors of the construct of Slovak adolescents’ school engagement (N = 575, 15–20 years old, 52% women). Research tools: Student Engagement in School - Four Dimensional Scale/SES4DS, Adolescent Self-Concept Short Scale/ASCSS, The Mini International Item Pool/Mini IPIP. The resulting regression model explains 34% of the variability of adolescent school engagement by means of these variables (except neuroticism and extraversion), with adolescents’ self-concept sensu Piers-Harris confirmed as the strongest predictor. Since self-concept can be modified during adolescence, the result may be relevant to intervention programmes for underachieving students and students with poor school engagement.enCC BY-NC Creative Commons Attribution-NonCommercial 4.0. Internationalinfo:eu-repo/semantics/openAccessškolská angažovanosťschool engagementsebaponímaniesebapojatiesebapoňatieself-conceptteória Big Fivemodel veľkej päťkyBig Five theoryadolescentidospievajúca mládežadolescentsArticle