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Structured role orientation and academic self-concept in the secondary school
The British Journal of Educational Psychology
|June 1, 1989
Summary
Pupils with high structured role orientation reported lower academic confidence. School environment preferences and academic self-concept changed across year levels in Scottish secondary students.
Area of Science:
- Educational Psychology
- Sociology of Education
Background:
- The relationship between school environment and student academic self-perception is complex.
- Previous research suggests a link between structured environments and student confidence.
Purpose of the Study:
- To investigate the correlation between structured role orientation and academic self-concept in secondary school pupils.
- To examine changes in school environment preferences and academic self-concept across year levels.
Main Methods:
- Administered Gordon's School Environment Preference Survey (SEPS) and Cohen's adaptation of Brookover's Self-Concept of Academic Ability Scale.
- Collected data from 25 pupils in each of the first four years of a Scottish secondary school.
Main Results:
- Found significant correlations supporting the hypothesis that high structured role orientation (SEPS scores) is associated with lower academic self-concept.
- Observed a decrease in SEPS scores and a concurrent increase in academic self-concept across successive year levels.
Conclusions:
- Structured school environments may negatively impact students' confidence in their academic abilities.
- Student perceptions of the school environment and their academic self-concept evolve throughout secondary education.