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Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Author

Listed:
  • Álvaro Postigo

    (Department of Psychology, University of Oviedo, Plaza de Feijoo s/n., 33003 Oviedo, Spain)

  • Rubén Fernández-Alonso

    (Department of Educational Sciences, University of Oviedo, Aniceto Sela s/n., 33007 Oviedo, Spain
    Department of Education of the Principality of Asturias Government, Plaza de España 5, 33007 Oviedo, Spain)

  • Eduardo Fonseca-Pedrero

    (Department of Educational Sciences, University of La Rioja, Luis de Ulloa 2, 26004 Logroño, Spain)

  • Covadonga González-Nuevo

    (Department of Psychology, University of Oviedo, Plaza de Feijoo s/n., 33003 Oviedo, Spain)

  • José Muñiz

    (Nebrija University, Rector, Santa Cruz de Marcenado 27, 28015 Madrid, Spain)

Abstract

Academic self-concept is one of the most important non-cognitive variables in determining students’ attitudes towards school and their performance. The objective of this study was to use a longitudinal approach to analyze how academic self-concept changed between primary and secondary schools and to analyze the factors that affected that progression. The sample consisted of 7379 students (47.4% girls) evaluated at two time-points: fourth grade and eighth grade. Six schooling pathways were analyzed: repeating a year before fourth grade, repeating between fourth and eighth grade, and repeating eighth grade. Five two-level hierarchical linear models of intrasubject means were assessed. The results indicate that academic self-concept falls dramatically between primary school and secondary school, varying according to background variables. Nevertheless, the most influential factor was the students’ schooling pathway. This study reinforces the evidence that, at least in the Spanish context, educational policies need to address alternatives to repetition.

Suggested Citation

  • Álvaro Postigo & Rubén Fernández-Alonso & Eduardo Fonseca-Pedrero & Covadonga González-Nuevo & José Muñiz, 2022. "Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants," IJERPH, MDPI, vol. 19(5), pages 1-13, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:5:p:3010-:d:764149
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