Page 82 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 82
related to academic competence, athletic competence, physical appear-
ance, peer acceptance, close friendship, romantic appeal and behavioural
conduct or morality (Harter, 2006). Self-schema is a cognitive generalisa-
tion about the self that is domain-specific and learned from past experi-
ences (Markus, 1983 in Reeve, 2015). For instance, in school the individu-
al develops academic self-schema that is domain-specific and derived from
their past experiences and reflections of those experiences (Reeve, 2015) in
the school setting. This specific self-schema answers the question about ‘me
as a student’.
The development of self-concept is supported on one hand by cogni-
tive development and on the other by social interaction processes (Harter,
2006). In focusing on normative developmental changes, cognitive devel-
opment impacts two general characteristics of the self-structure: differen-
tiation and integration. With regard to differentiation, emerging cognitive
abilities allow the individual to create self-evaluations across various do-
mains; multiple selves in different contexts. In relation to integration, cog-
nitive abilities allow the individual to construct a higher-order generalisa-
tion, also called general self-concept (Harter, 2006).
Positive self-schema and positive evaluations about oneself are relat-
ed to positive outcomes, such as a lower level of depression, lower level of
conduct problems (Gerard & Buehler, 2004; Trzensnievsky, Donnelalan,
& Robins et al., 2006) and higher academic achievement (Avsec, 2007;
Juriševič, 1999). The data collected so far point to the co-dependence of
individuals’ uncertainty about themselves, a low self-concept, a low aca-
demic self-concept and lower career aspirations with a greater likelihood of
ESL (Reid, 2000). The one that predicts academic achievement most signif-
icantly is the domain-specific academic self-concept. The relationship be-
tween academic self-concept and academic achievement depends on the
developmental period one is in. In the early years of schooling academic
achievement fosters the academic self-concept whereas in later years the re-
lationship becomes more reciprocal and in adolescence the relationship is
the other way around, namely the academic self-concept fosters academ-
ic achievement (Juriševič, 1999). Taken together, these findings show that
positive self-concept is a valuable resource for favourable developmental
outcomes. All said, it makes academic self-concept an important building
stone of academic success and ESL prevention. For instance, several rel-
evant strengths that youth must develop to be successful during adoles-
cence include positive self-evaluations, long-term planning, use of effective
82
ance, peer acceptance, close friendship, romantic appeal and behavioural
conduct or morality (Harter, 2006). Self-schema is a cognitive generalisa-
tion about the self that is domain-specific and learned from past experi-
ences (Markus, 1983 in Reeve, 2015). For instance, in school the individu-
al develops academic self-schema that is domain-specific and derived from
their past experiences and reflections of those experiences (Reeve, 2015) in
the school setting. This specific self-schema answers the question about ‘me
as a student’.
The development of self-concept is supported on one hand by cogni-
tive development and on the other by social interaction processes (Harter,
2006). In focusing on normative developmental changes, cognitive devel-
opment impacts two general characteristics of the self-structure: differen-
tiation and integration. With regard to differentiation, emerging cognitive
abilities allow the individual to create self-evaluations across various do-
mains; multiple selves in different contexts. In relation to integration, cog-
nitive abilities allow the individual to construct a higher-order generalisa-
tion, also called general self-concept (Harter, 2006).
Positive self-schema and positive evaluations about oneself are relat-
ed to positive outcomes, such as a lower level of depression, lower level of
conduct problems (Gerard & Buehler, 2004; Trzensnievsky, Donnelalan,
& Robins et al., 2006) and higher academic achievement (Avsec, 2007;
Juriševič, 1999). The data collected so far point to the co-dependence of
individuals’ uncertainty about themselves, a low self-concept, a low aca-
demic self-concept and lower career aspirations with a greater likelihood of
ESL (Reid, 2000). The one that predicts academic achievement most signif-
icantly is the domain-specific academic self-concept. The relationship be-
tween academic self-concept and academic achievement depends on the
developmental period one is in. In the early years of schooling academic
achievement fosters the academic self-concept whereas in later years the re-
lationship becomes more reciprocal and in adolescence the relationship is
the other way around, namely the academic self-concept fosters academ-
ic achievement (Juriševič, 1999). Taken together, these findings show that
positive self-concept is a valuable resource for favourable developmental
outcomes. All said, it makes academic self-concept an important building
stone of academic success and ESL prevention. For instance, several rel-
evant strengths that youth must develop to be successful during adoles-
cence include positive self-evaluations, long-term planning, use of effective
82
