AI Article Synopsis
- Existing research links adolescents' self-concept and engagement in school to how they view their teachers and peers as sources of motivation.
- The study uses data from German 8th and 9th graders to examine these relationships over time, employing a cross-lagged panel design.
- Key findings show that positive perceptions of peers at the start of 8th grade predict later school engagement, and that emotional engagement can influence peer perceptions over time, alongside behavioral engagement impacting self-concept.
Article Abstract
Existing literature evidences the association between adolescents' school self-concept and engagement, both concepts being related to students' perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 ( = 13.7, = 0.53; 53.9% girls) and 845 9th grade students at T2 ( = 14.86; = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students' perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students' perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student's school self-concept at T2.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5733472 | PMC |
| http://dx.doi.org/10.3389/fpsyg.2017.02171 | DOI Listing |
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