Self-Esteem and Academic Engagement Among Adolescents: A Moderated Mediation Model

Frontiers in Psychology

article

Ying Zhao¹  Zeqing Zheng²  Chenchen Pan²  Lulu Zhou³ 

[1] Mental Health Education Center, Yangzhou University;School of Psychology, Capital Normal University;School of Education, Hengshui University;School of Psychology, Beijing Sport University

关键词: academic engagement;    academic self-efficacy;    adolescents;    perceived social support;    self-esteem;   

DOI  :  10.3389/fpsyg.2021.690828

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

As an important predictor of academic achievement and an effective indicator of learning quality, academic engagement has attracted the attention of researchers. The present study explores the relationship among adolescent self-esteem and academic engagement, the mediating effect of academic self-efficacy, and the moderating effect of perceived social support. Four-hundred and eighty adolescents ( M age = 14.92) from the Hebei Province of China were recruited to complete anonymous questionnaires. The results show that self-esteem positively predicted adolescent academic engagement through the indirect mediating role of academic self-efficacy, and the percentage of this mediation effect of the total effect was 73.91%. As a second-stage moderator, perceived social support moderated the mediating effect of academic self-efficacy. Specifically, when students felt more perceived social support, the impact of academic self-efficacy on their academic engagement was greater. Our findings suggest that adolescent self-esteem, academic self-efficacy, and perceived social support are key factors that should be considered together to improve adolescent academic engagement. Therefore, parents and school educators should actively guide adolescents to improve their self-esteem and academic self-efficacy. Parents and educators should also construct an effective social support system to improve students’ perceived social support and enhance their academic engagement.

【 授权许可】

CC BY