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Publicação
Self-concept, self-esteem and academic achievement: Strategies for maintaining self-esteem in students experiencing academic failure
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Orientador(es)
Resumo(s)
Previous research into the relationship between self-esteem and academic
achievement shows that despite differences in academic self-evaluation, students’ global
self-representations do not differ as a result of their grades at school. In this study, we will
analyse the strategies that underachievers used to maintain their self-esteem at an acceptable
level. The participants were 955 adolescents in the 7th, 9th and 11th grades at four
secondary schools in Lisbon. Three hundred fifty-two of these students had retaken a year
at least once in their school careers, whilst 603 had never done so. We collected the data
using both a self-concept scale and a scale for evaluating attitudes towards school. Results
show that self-esteem is maintained through positive self-representations in non-academic
facets of self-concept and/or by devaluing school-related competences. They also show that
younger students are less likely to maintain self-esteem by devaluing the school experience.
Descrição
Palavras-chave
Self-esteem Self-concept Academic achievement
Contexto Educativo
Citação
European Journal of Psychology of Education, 25, 157-175
Editora
Instituto Superior de Psicologia Aplicada