Page 83 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 83
local community support in students' self-concept development ...
learning strategies and prioritising goals (Wigfield, 1995). These skills all
contribute to learning and greater school engagement (Wigfield & Cambria,
2010; Zimmerman & Schunk, 2001).
Self-schemas (e.g. academic self-schema) generate motivation (e.g. for
learning, staying in school) in two ways. First, self-schemas, once formed,
direct behaviour in ways that call on feedback that is consistent with the es-
tablished self-schemas: self-schema consistency (Reeve, 2015). For instance,
if one sees himself as a successful student he or she will engage in school
activities more, put greater effort into school work in order to get the feed-
back that will reinforce their already positive self-schema in the academic
field. In contrast, the student who perceives him or herself as a school fail-
ure will become less and less active in the school environment. Second, the
self-schema creates motivation to move from the real self to the ideal self
(goal setting) (Reeve, 2015). In order for a student to stay in school he has to
have a goal to stay in school. For example, a student who sees him or herself
as a basketball player and not a student will move from the school setting
and put more effort into basketball trainings, e.g. could leave school early to
pursue his or her aims in basketball). Potential ESLers can be influenced in
both of these two processes. First is the positive change in the low academic
self-schema (by significant others providing positive feedback) and the sec-
ond is setting goals in the educational domain (by combining educational
goals with non-educational goals in a congruent way).
The role of community in self-concept development
According to social identity theory (Tajfel, 1981), the individual’s self-con-
cept is partly derived from their role and connectedness to the group. The
importance of the interplay between individual characteristics and con-
texts is stressed in relational developmental system theory. When study-
ing adolescence, the theory is operationalised as a positive youth develop-
ment perspective (Lerner, 2007). When addressing risky behaviour such as
ESL, following the relational development system theory and the positive
youth development perspective (Overton, 2010, in Kiely Mueller et al., 2011)
can be of great use. Development system theory indicates that young peo-
ple should be studied not in isolation but as a product of the two-way rela-
tionship between the individual and his or her environment. For instance,
in adolescence adaptive adolescents’ regulations involve aligning the devel-
oping strengths of youth with the features of their complex and changing
worlds (e.g. school transitions). When the intervention and positive change
83
learning strategies and prioritising goals (Wigfield, 1995). These skills all
contribute to learning and greater school engagement (Wigfield & Cambria,
2010; Zimmerman & Schunk, 2001).
Self-schemas (e.g. academic self-schema) generate motivation (e.g. for
learning, staying in school) in two ways. First, self-schemas, once formed,
direct behaviour in ways that call on feedback that is consistent with the es-
tablished self-schemas: self-schema consistency (Reeve, 2015). For instance,
if one sees himself as a successful student he or she will engage in school
activities more, put greater effort into school work in order to get the feed-
back that will reinforce their already positive self-schema in the academic
field. In contrast, the student who perceives him or herself as a school fail-
ure will become less and less active in the school environment. Second, the
self-schema creates motivation to move from the real self to the ideal self
(goal setting) (Reeve, 2015). In order for a student to stay in school he has to
have a goal to stay in school. For example, a student who sees him or herself
as a basketball player and not a student will move from the school setting
and put more effort into basketball trainings, e.g. could leave school early to
pursue his or her aims in basketball). Potential ESLers can be influenced in
both of these two processes. First is the positive change in the low academic
self-schema (by significant others providing positive feedback) and the sec-
ond is setting goals in the educational domain (by combining educational
goals with non-educational goals in a congruent way).
The role of community in self-concept development
According to social identity theory (Tajfel, 1981), the individual’s self-con-
cept is partly derived from their role and connectedness to the group. The
importance of the interplay between individual characteristics and con-
texts is stressed in relational developmental system theory. When study-
ing adolescence, the theory is operationalised as a positive youth develop-
ment perspective (Lerner, 2007). When addressing risky behaviour such as
ESL, following the relational development system theory and the positive
youth development perspective (Overton, 2010, in Kiely Mueller et al., 2011)
can be of great use. Development system theory indicates that young peo-
ple should be studied not in isolation but as a product of the two-way rela-
tionship between the individual and his or her environment. For instance,
in adolescence adaptive adolescents’ regulations involve aligning the devel-
oping strengths of youth with the features of their complex and changing
worlds (e.g. school transitions). When the intervention and positive change
83
