Abstract
The importance of self-concept and the feeling of belonging to a school have been highlighted in numerous studies as predictors of school success. However, there are hardly any studies that link the relationship between self-concept and the feeling of belonging to the school. Thus, the aim of this study is to analyze the influence of personal and educational self-concept on the feeling of belonging to school, based on the data provided by the PISA 2018 report. To achieve this objective, a correlational methodology based on structural equation modelling has been used. The sample of participants is composed of 35,943 students of Compulsory Secondary Education from different Spanish high schools that participated in the PISA 2018 Report. The results obtained have shown that personal and educational self-concept correlate positively. In addition, both factors were positively related to the feeling of belonging to the educational centre. This study allows us to infer the idea of the existence of a direct and positive correlation between school and personal self-concept and the feeling of belonging, which would allow schools to develop educational intervention programmes with the aim of promoting the student’s self-concept in order for them to feel better integrated into the school.
Highlights
One of the major transformations that occur during adolescence is the development of cognitive skills [1]
Some studies [6,7] have found a close relationship between a high self-concept and school success, since these students have a better integration in the classroom, resulting in higher school achievement, an increase in school grades and a more positive assessment by the teachers of the centre compared to students with a low self-concept
The objectives of this work are to analyse the feelings of belonging and self-concept, and their influence on academic success of in students of Compulsory Secondary Education, based on the data provided by the PISA 2018 report
Summary
One of the major transformations that occur during adolescence is the development of cognitive skills [1]. This progressive development leads to changes in the adolescent’s perception of themself, as they faces new academic and social roles, but fundamentally physical ones, as they produce a change in self-description and self-esteem due to how they see themself reflected in relation to others. Numerous authors confirm this thesis, pointing out its predictive power in the improvement of academic performance in the scarcity of school conflicts, better school adjustment and less school failure [9,10,11,12,13,14]
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