Relations between adolescents' self-evaluations, time perspectives, motivation for school and their achievement in different countries and at different ages

Peetsma, Thea; Hascher, Tina; van der Veen, Ineke; Roede, Ewoud (2005). Relations between adolescents' self-evaluations, time perspectives, motivation for school and their achievement in different countries and at different ages. European Journal of Psychology of Education, 20(3), pp. 209-225. Springer

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The present study focused on the relations between the self-efficacy, social self-concept, time perspectives, school investment and academic achievement of students in four different European countries and in different adolescence periods. A total of 1623 students completed questionnaires. The relations between the concepts proved not to be specific to the Western or to the former Communist bloc countries studied. The expected general decline in investment and academic achievement over the adolescence period showed up in all four countries studied. Contrary to our hypothesis, however, this decline could not be explained by growing influences of either social self-concept or time perspectives regarding personal development on their investment. In fact, the effects of social self-concept were strongest for the youngest adolescence group. Students’ social self-concept was the best predictor for their investment, while self-efficacy proved to predict academic achievement best in all adolescence periods.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research

UniBE Contributor:

Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

0256-2928, 1878-5174

Publisher:

Springer

Language:

English

Submitter:

Noemi Martina Casola

Date Deposited:

07 Oct 2014 15:47

Last Modified:

01 May 2017 12:57

BORIS DOI:

10.7892/boris.52486

URI:

https://boris.unibe.ch/id/eprint/52486

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