Page 80 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 80
the local community can play in preventing ESL the relational de-
velopment system theory and positive youth development perspec-
tive (Overton, 2010; Kiely Mueller et al., 2011) can be of great use.
Development system theory indicates that youth should be studied
not in isolation but as a product of the two-way relationship between
the individual and his or her environment. One important environ-
mental asset are community-based activities as a source of positive
experience and positive self-concept development (Li, Bebiroglu,
Phelps, & Lerner, 2009). Participation in high-quality, commu-
nity-based activities is an influential contextual asset for promot-
ing positive youth outcomes (positive self-concept and academic
achievement as well) (Eccles & Gootman, 2002). The paper provides
some practical implications and guidelines on how to plan such
community-based activities. In the conclusion, special attention is
paid to positive self-concept development and support in planning
ESL prevention with a focus on high-risk students and the period of
transition.
Key words: ESL, self-concept, academic achievement, local commu-
nity, positive youth development
Introduction
Self-concept is a reflection of individual actual abilities in a specific do-
main and internalisations of the feedback obtained from significant oth-
ers (Harter, 2006). It is also an important construct from the motivation-
al perspective since it predicts behaviour in specific domains (Reeve, 2015).
In the interplay between self-concept and ESL, the motivational role of
self-concept is crucial. Self-concept (e.g. academic self-concept) moderates
effort and motivation to be active in a certain field (e.g. school attendance,
learning). Since self-concept is socially constructed, and therefore subject
to change, it holds the potential to play a significant role in ESL prevention.
In the present paper, we will focus on the role the local community (besides
other relevant contexts, such as family, school peers) has in fostering pos-
itive self-concept development (especially academic self-concept develop-
ment). We will use the theoretical framework of relational systems mod-
els and the positive youth development perspective (Lerner, 2007) as they
stress the value of the interplay between the individual and contexts’ char-
acteristics in promoting overall positive youth development (e.g. develop-
ing a positive self-concept and preventing ESL). Most of the literature has
80
velopment system theory and positive youth development perspec-
tive (Overton, 2010; Kiely Mueller et al., 2011) can be of great use.
Development system theory indicates that youth should be studied
not in isolation but as a product of the two-way relationship between
the individual and his or her environment. One important environ-
mental asset are community-based activities as a source of positive
experience and positive self-concept development (Li, Bebiroglu,
Phelps, & Lerner, 2009). Participation in high-quality, commu-
nity-based activities is an influential contextual asset for promot-
ing positive youth outcomes (positive self-concept and academic
achievement as well) (Eccles & Gootman, 2002). The paper provides
some practical implications and guidelines on how to plan such
community-based activities. In the conclusion, special attention is
paid to positive self-concept development and support in planning
ESL prevention with a focus on high-risk students and the period of
transition.
Key words: ESL, self-concept, academic achievement, local commu-
nity, positive youth development
Introduction
Self-concept is a reflection of individual actual abilities in a specific do-
main and internalisations of the feedback obtained from significant oth-
ers (Harter, 2006). It is also an important construct from the motivation-
al perspective since it predicts behaviour in specific domains (Reeve, 2015).
In the interplay between self-concept and ESL, the motivational role of
self-concept is crucial. Self-concept (e.g. academic self-concept) moderates
effort and motivation to be active in a certain field (e.g. school attendance,
learning). Since self-concept is socially constructed, and therefore subject
to change, it holds the potential to play a significant role in ESL prevention.
In the present paper, we will focus on the role the local community (besides
other relevant contexts, such as family, school peers) has in fostering pos-
itive self-concept development (especially academic self-concept develop-
ment). We will use the theoretical framework of relational systems mod-
els and the positive youth development perspective (Lerner, 2007) as they
stress the value of the interplay between the individual and contexts’ char-
acteristics in promoting overall positive youth development (e.g. develop-
ing a positive self-concept and preventing ESL). Most of the literature has
80
