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

Area of Science:

• Educational Psychology
• Developmental Psychology

Background:

• Academic self-concept is a crucial non-cognitive factor influencing student attitudes and academic performance.
• Understanding the trajectory of academic self-concept during the transition from primary to secondary education is vital for educational interventions.

Purpose of the Study:

• To longitudinally analyze changes in academic self-concept between primary (fourth grade) and secondary school (eighth grade).
• To identify factors, including schooling pathways, that influence the progression of academic self-concept during this transition.

Main Methods:

• A longitudinal study involving 7379 students assessed at fourth and eighth grade.
• Analysis of six schooling pathways, including grade repetition at various stages.
• Application of five two-level hierarchical linear models to assess intrasubject means.

Main Results:

• A significant decline in academic self-concept was observed between primary and secondary school.
• This decline varied based on background variables.
• The students' schooling pathway, especially grade repetition, emerged as the most influential factor affecting academic self-concept.

Conclusions:

• The transition from primary to secondary school is associated with a substantial decrease in academic self-concept.
• Grade repetition is a critical determinant of academic self-concept changes.
• Educational policies in the Spanish context should prioritize alternatives to grade repetition to support student academic self-concept.