“I am capable, I am going to study”: Academic self-efficacy increases cognitive engagement.
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Keywords:
academic self-concept
academic self-efficacy
academic perfomance
school engagement
cognitive engagement
emotional engagement
Main Article Content
Issue:
Vol. 1 No. 10 (2024): July
Section: ARTÍCULOS DE INVESTIGACIÓN
Abstract
School engagement is relevant to students’ academic, success and performance. One factor that affects this is academic self-concept. However, how the two interact is not entirely clear. Therefore, the objective of this study was to determine the process by which academic self-concept influences school engagement. For this, the factors of academic self-efficacy and academic performance, from academic self-concept, and of cognitive engagement and emotional engagement, from school engagement, were included. These were measured in second cycle basic students of an educational establishment in Gran Concepción. The relationships between these were evaluated using linear regression models. The results showed that they maintain a positive association. Specifically, between academic self-efficacy and cognitive engagement. From this, the implication of these results for school life and future lines of research are discussed.
Article Details
Melgarejo Reichelt, B. (2024). “I am capable, I am going to study”: Academic self-efficacy increases cognitive engagement. Revista INTEREDU11, 1(10), 11-50. https://doi.org/10.32735/S2735-65232024000103713
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
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Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969.
Marsh, H. W., Abduljabbar, A. S., Abu-Hilal, M. M., Morin, A. J. S., Abdelfattah, F., Leung, K. C., & Parker, P. (2013). Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: A comparison of Arab and Anglo-Saxon countries. Journal of Educational Psychology, 105, 108–128. http://dx.doi.org/10.1037/a0029907
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https://doi.org/10.3102/0034654320919354
Müller-Kalthoff, H., Helm, F., & Möller, J. (2017). The Big Three of comparative judgment: On the effects of social, temporal, and dimensional comparisons on academic self-concept. Social Psychology of Education. http://dx.doi.org/10.1007/ s11218-017-9395-9
Orth, U., Dapp L.C., Erol, R.Y., Krauss, S., & Luciano E.C. (2021). Development of domain-specific self-evaluations: A meta-analysis of longitudinal studies. J. Personal. Soc. Psychol, 120, 145–172. doi: 10.1037/pspp0000378.
Paechter, M., Phan-Lesti, H., Ertl, B., Macher, D., Malkoc, S., & Papousek, I. (2022). Learning in Adverse Circumstances: Impaired by Learning With Anxiety, Maladaptive Cognitions, and Emotions, but Supported by Self-Concept and Motivation. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.850578
Postigo, Á., Fernández-Alonso, R., Fonseca-Pedrero, E., González-Nuevo, C., Muñiz, J. (2022). Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants. Int J Environ Res Public Health, 19(5). doi: 10.3390/ijerph19053010. PMID: 35270703; PMCID: PMC8910088.
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Schnitzler, K., Holzberger, D., & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. Eur J Psychol Educ, 36, 627–652. https://doi.org/10.1007/s10212-020-00500-6
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Skinner, E. A., Pitzer, J. R., & Steele, J. S. (2016). Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school? Developmental Psychology, 52(12), 2099–2117. https://doi.org/10.1037/dev0000232
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Bracken, B. A. (2009). Positive self-concepts. En R. G. Editor & M. J. Editor (Eds.), Handbook of Positive Psychology in the Schools, (pp. 89-106). New York, NY: Routledge.
Brisson, B. M., Dicke, A. L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U. (2017). Short Intervention, Sustained Effects: Promoting Students’ Math Competence Beliefs, Effort, and Achievement. American Educational Research Journal, 54(6), 1048-1078. https://doi.org/10.3102/0002831217716084
Brunner, M., Lüdtke, O., Trautwein, U. (2008). The internal/external frame of reference model revisited: Incorporating general cognitive ability and general academic self-concept. Multivariate Behavioral Research, 43(1), 137–172. https://doi.org/10.1080/00273170701836737
Centro de estudios Mineduc. (2023). Apuntes, Situación de la desvinculación y la asistencia, año 2022. Ministerio de Educación, Gobierno de Chile. https://bibliotecadigital.mineduc.cl/bitstream/handle/20.500.12365/19346/APUNTES%2025_2023_fd01.pdf?sequence=1&isAllowed=y
Galvez, J. L., Polanco, K., & Salvo, S. (2016). Propiedades psicométricas de la escala de autoconcepto académico (EEA) en estudiantes chilenos. https://doi.org/10.21865/RIDEP43_5
Geary, D. C., & Xu, K. M. (2022). Evolution of Self-Awareness and the Cultural Emergence of Academic and Non-academic Self-Concepts. Educational psychology review, 34(4), 2323–2349. https://doi.org/10.1007/s10648-022-09669-2
Gecas, V. (1982). The self-concept. Annual Review of Sociology, 8. 1–33.
Han, F. (2019). Longitudinal Relations Between School Self-concept and Academic Achievement, Revista de Psicodidáctica (English ed.), 24(2). 95–102, https://doi.org/10.1016/j.psicoe.2019.03.002.
Hank, P., Baltes-Götz, B., & Preckel, F. (2022). Welche Klimadimensionen misst der Linzer Fragebogen zum Schul- und Klassenklima für die 4 – 8. Diagnostica, 68(1), 28–38. https://doi.org/10.1026/0012-1924/a000280
Hernández, R., Fernández, C., & Baptista, P. (2020). Metodología de la investigación (7a ed.). McGraw-Hill Education.
Huang, C. (2013). Gender differences in academic self-efficacy: a meta-analysis. Eur J Psychol Educ 28, 1–35. https://doi.org/10.1007/s10212-011-0097-y
Ibarra, E., & Jacobo, H, M. (2016). La evolución del autoconcepto académico en adolescentes. Revista Mexicana de Investigación Educativa, 21(68), 45 –69.
Instituto Nacional de la Juventud. (2022). 10° Encuesta Nacional de Juventudes 2022(Publicación ISBN: 978-956-7636-32-7). Ministerio de Desarrollo Social y Familia, Gobierno de Chile.
Koivuhovi, S., Marsh, H.W., Dicke, T., Sahdra, B., Guo, J., Parker, P.D., & Vainikainen, M.P. (2020). Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups. J. Educ. Psychol., 114, 198–213. doi: 10.1037/edu0000554.
Krannich, M., Goetz, T., Lipnevich, A., Bieg, M., Roos, A., Becker, E., & Morger, V. (2019). Being over- or underchallenged in class: Effects on students' career aspirations via academic self-concept and boredom. Learning and Individual Differences, 69, 206-218. https://doi.org/10.1016/j.lindif.2018.10.004.
Lam, S. F., Jimerson, S., Shin, H., Cefai, C., Veiga, F. H., Hatzichristou, C., et al. (2016). Cultural universality and specificity of student engagement in school: the results of an international study from 12 countries. Br. J. Educ. Psychol. 86, 137–153. doi: 10.1111/bjep.12079
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Scientific Journal Publishers, 46(3), 517 – 528. https://doi.org/10.2224/sbp.7054
Luo, Q., Chen, L., Yu, D., & Zhang, K. (2023). The Mediating Role of Learning Engagement Between Self-Efficacy and Academic Achievement Among Chinese College Students. Psychology research and behavior management, 16, 1533–1543. https://doi.org/10.2147/PRBM.S401145
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969.
Marsh, H. W., Abduljabbar, A. S., Abu-Hilal, M. M., Morin, A. J. S., Abdelfattah, F., Leung, K. C., & Parker, P. (2013). Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: A comparison of Arab and Anglo-Saxon countries. Journal of Educational Psychology, 105, 108–128. http://dx.doi.org/10.1037/a0029907
Marsh, H. W., Craven, R. G., & Debus, R. (1999). Separation of competency and affect components of multiple dimensions of academic selfconcept: A developmental perspective. Merrill-Palmer Quarterly, 45, 567– 601.
Möller, J., Zitzmann, S., Helm, F., Machts, N., & Wolff, F. (2020) A meta-analysis of relations between achievement and self-concept. Rev. Res. Educ, 90, 376–419.
https://doi.org/10.3102/0034654320919354
Müller-Kalthoff, H., Helm, F., & Möller, J. (2017). The Big Three of comparative judgment: On the effects of social, temporal, and dimensional comparisons on academic self-concept. Social Psychology of Education. http://dx.doi.org/10.1007/ s11218-017-9395-9
Orth, U., Dapp L.C., Erol, R.Y., Krauss, S., & Luciano E.C. (2021). Development of domain-specific self-evaluations: A meta-analysis of longitudinal studies. J. Personal. Soc. Psychol, 120, 145–172. doi: 10.1037/pspp0000378.
Paechter, M., Phan-Lesti, H., Ertl, B., Macher, D., Malkoc, S., & Papousek, I. (2022). Learning in Adverse Circumstances: Impaired by Learning With Anxiety, Maladaptive Cognitions, and Emotions, but Supported by Self-Concept and Motivation. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.850578
Postigo, Á., Fernández-Alonso, R., Fonseca-Pedrero, E., González-Nuevo, C., Muñiz, J. (2022). Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants. Int J Environ Res Public Health, 19(5). doi: 10.3390/ijerph19053010. PMID: 35270703; PMCID: PMC8910088.
Putwain, D., Sander, P., & Larkin, D. (2013). Academic self‐efficacy in study‐related skills and behaviours: relations with learning‐related emotions and academic success. Br J Educ Psychol, 83, 633–650. doi: 10.1111/j.2044-8279.2012.02084.x
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257–267. http://dx.doi.org/10.1016/j.cedpsych.2011.05.002
Rosenberg, M. (1979) Conceiving the self. New York: Basic Books.
Salmela-Aro, K., Tang, X., Symonds, J., & Upadyaya, K. (2021). Student Engagement in Adolescence: A Scoping Review of Longitudinal Studies 2010-2020. Journal of research on adolescence: the official journal of the Society for Research on Adolescence, 31(2), 256–272. https://doi.org/10.1111/jora.12619
Sandoval, M. J., Mayorga, C. J., Elgueta, H, E., Soto, A. I., Viveros, J., & Riquelme, S. V. (2018). Compromiso y motivación escolar: Una discusión conceptual. Revista Educación, 42(2), 1 – 13. https://doi.org/10.15517/revedu.v42i2.23471
Seaton, M., Parker, P., Marsh, H., Craven, R., & Yeung, A. (2013). The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success. Educational Psychology, 34(1), 49-72. DOI: 10.1080/01443410.2013.825232
Scherrer, V., Hank, P., & Preckel, F. (2022). Development of adolescents’ self-esteem and general academic self-concept: perceived classroom climate makes a difference. European Journal of Personality. https://doi.org/10.1177/08902070221126789
Schmidt, V., Messoulam, N., & Molina, F. (2008). Autoconcepto académico en adolescentes de escuelas medias: Presentación de un instrumento para su evaluación. Revista Iberoamericana de Diagnóstico y Evaluación, Avaliação Psicológica, 25(1), 81 – 106.
Schnitzler, K., Holzberger, D., & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. Eur J Psychol Educ, 36, 627–652. https://doi.org/10.1007/s10212-020-00500-6
Serrano, C., & Andreu, Y. (2016). Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents. Revista de Piscodidactica, 21(2), 357 – 374.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407–441. https://doi.org/10.3102/00346543046003407
Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The Challenges of Defining and Measuring Student Engagement in Science. Educational Psychologist, 50(1), 1–13. doi:10.1080/00461520.2014.100292410.1080/00461520.2014.1002924
Skinner, E. A. (2016). Engagement and disaffection as central to processes of motivational resilience development. En K. W. Editor & D. M. Editor (Eds.), Handbook of motivation at school (2da ed., pp. 145–168). Mahwah, NJ: Lawrence Erlbaum Associates.
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping and everyday resilience. En S. L. Editor, A. L. Editor, & C. W. Editor (Eds.), Handbook of research on school engagement (pp. 21–44). New York, NY: Springer.
Skinner, E. A., Pitzer, J. R., & Steele, J. S. (2016). Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school? Developmental Psychology, 52(12), 2099–2117. https://doi.org/10.1037/dev0000232
Van der Aar, L. P. E., Peters, S., Van der Cruijsen, R., & Crone, E. A. (2019). The neural correlates of academic self-concept in adolescence and the relation to making future-oriented academic choices. Trends in Neuroscience and Education, 15, 10–17. doi:10.1016/j.tine.2019.02.003
Van der Cruijsen, R., Blankenstein, N.E., Spaans, J.P., Peters, S., & Crone, E.A. (2023). Longitudinal self-concept development in adolescence. Soc Cogn Affect Neurosci,18(1). doi: 10.1093/scan/nsac062
Veas, A., Castejón, J., Miñano, P., Gilar-Corbí, R. (2018) Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of Academic Self-concept. Revista de Psicodidáctica (English ed.), 24 (1), 71-77, https://doi.org/10.1016/j.psicoe.2018.11.002.
Veiga, F. H., García, F., Reeve, J., Wentzel, K., & García, O. (2015). When adolescents with high self-concept lose their engagement in school. Revista de Psicodidáctica, 20(2), 305–320. DOI: 10.1387/RevPsicodidact.12671
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