Page 81 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 81
local community support in students' self-concept development ...
focused on risk factors for failure and ESL rather than on promoting com-
petencies that can increase young people’s likelihood of successfully com-
pleting high school. This paper applies the strength-based approaches (pos-
itive self-concept development and overall positive youth development) to
the promotion of young people’s success within the school environment by
introducing the role of the local community in overall development and
ESL prevention.
Methodology
A search of scientific articles was not successful in combining school-com-
munity with ESL and self-concept (for instance: in the database Psych
Articles (EBSHOST): self-concept (in title) & early school leaving (in title)
– 0 articles; self-concept (in title) & drop out (in title) – 0 articles; self-con-
cept (in title) & academic achievement (in title) – 0 articles; self-concept
(in title) & local community (in title) – 0 articles). Since the focus of this
paper is on the self-concept and the role of the local community as a con-
text in self-concept development, academic achievement and ESL preven-
tion we used: (i) self-concept handbooks and monographs; and (ii) develop-
ment system model handbooks and monographs as the main source (with
extensive backward search focusing on ESL and factors related to ESL). The
development system model and within it positive youth development as a
framework was used due to its focus on individual–context relations rele-
vant to this paper.
Self-concept, self-concept development: link to (academic)
outcomes, motivation and ESL prevention
Self-concept (a collection of domain-specific self-schemas) is typically
seen as a cognitive representation of the self or perception of one’s person-
al and interpersonal characteristics (Haney & Durlak, 1998). Self-concept
can also be defined as an organised collection of characteristics, traits, at-
titudes, opinions, beliefs and other mental elements which individuals at-
tach to themselves in different stages of development and in different situ-
ations (Kobal, 2000). Situations or domains typically include school, peer
and athletic contexts (Galambos & Costigan, 2003). The self-schemas that
are central to self-concept are those which are more important to every in-
dividual. At the same time, they also reflect the developmental period one
is in (Markus, 1977, in Reeve, 2015). In adolescence, the major self-schemas
81
focused on risk factors for failure and ESL rather than on promoting com-
petencies that can increase young people’s likelihood of successfully com-
pleting high school. This paper applies the strength-based approaches (pos-
itive self-concept development and overall positive youth development) to
the promotion of young people’s success within the school environment by
introducing the role of the local community in overall development and
ESL prevention.
Methodology
A search of scientific articles was not successful in combining school-com-
munity with ESL and self-concept (for instance: in the database Psych
Articles (EBSHOST): self-concept (in title) & early school leaving (in title)
– 0 articles; self-concept (in title) & drop out (in title) – 0 articles; self-con-
cept (in title) & academic achievement (in title) – 0 articles; self-concept
(in title) & local community (in title) – 0 articles). Since the focus of this
paper is on the self-concept and the role of the local community as a con-
text in self-concept development, academic achievement and ESL preven-
tion we used: (i) self-concept handbooks and monographs; and (ii) develop-
ment system model handbooks and monographs as the main source (with
extensive backward search focusing on ESL and factors related to ESL). The
development system model and within it positive youth development as a
framework was used due to its focus on individual–context relations rele-
vant to this paper.
Self-concept, self-concept development: link to (academic)
outcomes, motivation and ESL prevention
Self-concept (a collection of domain-specific self-schemas) is typically
seen as a cognitive representation of the self or perception of one’s person-
al and interpersonal characteristics (Haney & Durlak, 1998). Self-concept
can also be defined as an organised collection of characteristics, traits, at-
titudes, opinions, beliefs and other mental elements which individuals at-
tach to themselves in different stages of development and in different situ-
ations (Kobal, 2000). Situations or domains typically include school, peer
and athletic contexts (Galambos & Costigan, 2003). The self-schemas that
are central to self-concept are those which are more important to every in-
dividual. At the same time, they also reflect the developmental period one
is in (Markus, 1977, in Reeve, 2015). In adolescence, the major self-schemas
81
