School engagement and multidimensional self-concept in a sample of Spanish secondary students

• Main Authors: Estibaliz Ramos-Díaz, Arantzazu Rodríguez-Fernández, Iker Ros, Iratxe Antonio-Agirre
• Format: Article
• Language: English
• Published: Universidad Complutense de Madrid 2017-10-01
• Series: Revista Complutense de Educación
• Subjects: implicación escolar; autoconcepto multidimensional; educación secundaria.
• Online Access: http://revistas.ucm.es/index.php/RCED/article/view/51600
• ISSN: 1130-2496; 1988-2793

<p>Nowadays the study of school engagement is a subject of great interest in the field of education for its decisive role in the positive development and academic success of students. This study had three main aims: firstly, to explore the possible differences of educational stage in the multidimensional self-concept and school engagement among students; secondly, to analyze the relationship of multidimensional self-concept and school engagement; and thirdly, to test multidimensional self-concept as predictor of school engagement. The sample comprised 1034 participants from 11 to 17 years old (M = 13.84; SD = 1.38), of whom 537(51.9%) were women and 497(48.1 %) men. The Multidimensional Self-Concept Questionnaire (AUDIM) of Fernández-Zabala, Goñi, Rodríguez-Fernández &amp; Goñi (2015) and the School Engagement Measure (SEM) of Fredericks, Blumenfeld, Friedel &amp; Paris (2005) were administered. The results confirmed that there was a lower level in scores of multidimensional self-concept (physical, general and academic) and school engagement in the second cycle of secondary education than in the first one. There were significant correlations between the majority of dimensions of self-concept and school engagement with medium-high effect size. Academic self-concept was identified as the most important predictor variable of school engagement.</p>