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Self-Concept and Personality Factors of Slovak Adolescents as Predictors of Their School Engagement

100%
Ďuricová L.
The New Educational Review
|
2025
|
vol. 80
59-69
EN
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.
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Socjo-psychologiczne uwarunkowania utraty zaangażowania w aktywność szkolną

75%
Tomaszek K.
Rocznik Komisji Nauk Pedagogicznych
|
2016
|
issue LXIX
63-79
EN
The concept of school engagement has attracted increasing attention as representing a possible explanation to declining academic achievement, school burnout and school dropout. Although its conceptualization varies according to authors there is a wide agreement concerning its multidimensional nature with cognitive, affective, behavioral and agentic components. The article examined a conceptual models describing linkages between school disengagement and socio-psychological factors. The author describes existing knowledge about the three main contexts family, peers and school associated with school engagement. Implications for practice are discussed in the context of engagement in school learning.
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