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Links between psychological disengagement from school and different forms of self-esteem in the crucial period of early and mid-adolescence
Social Psychology of Education ( IF 2.614 ) Pub Date : 2020-10-07 , DOI: 10.1007/s11218-020-09592-w
Delphine Martinot , Ann Beaton , Francine Tougas , Sandrine Redersdorff , Natalie Rinfret

The purpose of this study was to test the links between psychological disengagement from academics and self-esteem during two different periods of adolescence. Previous research provided mixed findings on the links between both psychological disengagement mechanisms (i.e., discounting and devaluing) and self-esteem. To clarify this relationship, global self-esteem as well as self-esteem in school attainment and social domains were assessed among 142 early-adolescents (aged 11 to 12) and 172 mid-adolescents (aged 13 to 15). According to the Psychological Disengagement Model, it was predicted that experience of personal deprivation due to perceived relative academic underachievement would be associated with discounting of academic grades. In turn, a link between discounting and devaluing from school was expected. Both psychological disengagement mechanisms were predicted to harm global self-esteem and self-esteem in the school attainment domains. However, discounting and devaluing were expected to increase self-esteem in the social domains among mid- rather than early-adolescents. Path analyses support in part prediction. Both psychological disengagement mechanisms played a different role on global and domain-specific self-esteem. Among early-adolescents, discounting reduced global self-esteem and self-esteem in school attainment domains. Findings pointed to the self-protective role of discounting on self-esteem in social domains among mid-adolescents as well as the non-protective function of devaluing on global self-esteem, school attainment and social domains of self-esteem. This study contributes by clarifying the links between psychological disengagement from academics and self-esteem at two distinct periods in adolescence and the specific domains of self-esteem.

中文翻译:

在青春期的早期和中期,从学校脱离心理与不同形式的自尊之间的联系

这项研究的目的是测试在两个不同的青春期,来自学术界的心理疏离与自尊之间的联系。先前的研究对心理脱离机制(即折价和贬值)与自尊之间的联系提供了混合的发现。为了阐明这种关系,在142名早期青少年(11至12岁)和172名中期青少年(13至15岁)中评估了全球自尊以及在学业和社会领域的自尊。根据“心理脱离接触模型”,预计由于相对学业成绩欠佳而导致的个人剥夺经历将与学业成绩降低有关。反过来,人们期望折价与学校贬值之间存在联系。预测这两种心理脱离机制都会损害全球自尊和在学历领域中的自尊。但是,预计折价和贬值会增加中青年人而不是早期青少年在社会领域的自尊心。路径分析支持零件预测。两种心理脱离机制对整体和特定领域的自尊起着不同的作用。在早期青少年中,折扣降低了全球自尊心和在学业领域的自尊心。研究结果指出,折扣对青少年中社会领域自尊的自我保护作用以及贬低全球自尊,学业和自尊的社会领域的无保护作用。
更新日期:2020-10-07
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