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The reciprocal relationships between school engagement and self-esteem among Turkish early adolescents: A three-wave cross-lagged model

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  • Karababa, Ali

Abstract

Cross-sectional studies indicate a positive relationship between school engagement and self-esteem. However, the reciprocal nature of relationships between school engagement and self-esteem among early adolescents has never been investigated. Therefore, the aim of the current manuscript was to explore the reciprocal relationships between school engagement and self-esteem among Turkish early adolescents. A total of 438 secondary school students aged from 10 to 14 years old (T1; Mage 12.2 years; 50.9% 223 female; 49.1% 215 male) completed measures of school engagement and self-esteem at three-time points across an academic year, with four-month assessment intervals. In the study, a three-wave cross-lagged model was conducted by AMOS. The findings of the study showed that higher school engagement predicted subsequent higher self-esteem, and higher self-esteem predicted subsequent higher school engagement among early adolescents. This study which is one of the first in the literature to examine the reciprocal relationships between school engagement and self-esteem among early adolescents, suggests that self-esteem and school engagement mutually reinforce each other over time. Finally, the practical and theoretical implications were discussed.

Suggested Citation

  • Karababa, Ali, 2020. "The reciprocal relationships between school engagement and self-esteem among Turkish early adolescents: A three-wave cross-lagged model," Children and Youth Services Review, Elsevier, vol. 116(C).
    • Handle: RePEc:eee:cysrev:v:116:y:2020:i:c:s0190740920303418
    DOI: 10.1016/j.childyouth.2020.105114
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    References listed on IDEAS

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    1. Lili Tian & Benrong Liu & Siyuan Huang & E. Huebner, 2013. "Perceived Social Support and School Well-Being Among Chinese Early and Middle Adolescents: The Mediational Role of Self-Esteem," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 113(3), pages 991-1008, September.
    2. Joyce, Hilary D. & Early, Theresa J., 2014. "The impact of school connectedness and teacher support on depressive symptoms in adolescents: A multilevel analysis," Children and Youth Services Review, Elsevier, vol. 39(C), pages 101-107.
    3. Bang, Hyejin & Won, Doyeon & Park, Sanghyun, 2020. "School engagement, self-esteem, and depression of adolescents: The role of sport participation and volunteering activity and gender differences," Children and Youth Services Review, Elsevier, vol. 113(C).
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