Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-23T07:24:15.235Z Has data issue: false hasContentIssue false
  • English
  • Français

School adjustment, engagement and academic self-concept: family, child, and school factors

Published online by Cambridge University Press:  10 June 2020

Sajjad Basharpoor Open the ORCID record for Sajjad Basharpoor [Opens in a new window] ,
Fazeleh Heidari ,
Mohammad Narimani  and
Usha Barahmand
Sajjad Basharpoor*
Affiliation:
Faculty of Educational Science and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Fazeleh Heidari
Affiliation:
Faculty of Educational Science and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Mohammad Narimani
Affiliation:
Faculty of Educational Science and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Usha Barahmand
Affiliation:
Department of Psychology, City University of New York-Queens College, New York, USA
*
*Corresponding author. Email: [email protected]
Get access

Abstract

Previous research has supported the importance of the interaction between family and school contexts for student adjustment to school. This study aimed to investigate the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability and school adjustment. A sample of 268 5th- and 6th-grade students aged 11–13 years (131 males, 137 females) from elementary schools in Iran participated in this study. Results showed that school adjustment was positively related to family adaptability/cohesion, social acceptability, school engagement, and academic self-concept. Family adaptability/cohesion and social acceptability also positively correlated with school engagement and academic self-concept. In addition, the data provided a good fit for the hypothesised model of the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability, and school adjustment. The results showed that coherent and adaptable family systems and high social acceptability of students can affect school adjustment both directly and indirectly through school engagement and academic self-concept.

Keywords

family adaptabilityfamily cohesionsocial acceptabilityschool engagementacademic self-conceptschool adjustment
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 32 , Issue 1 , June 2022 , pp. 23 - 38
Check for updates
Copyright
© The Author(s) 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aar, L.V., Peters, S., Cruijsen, R.V., & Crone, E. (2019). The neural correlates of academic self-concept in adolescence and the relation to making future-oriented academic choices. Trends in Neuroscience and Education, 15, 10–17.Google ScholarPubMed
Alves, A.F., Gomes, C.M.A., Martins, A., & Almeida, L.D.S. (2017). Cognitive performance and academic achievement: How do family and school converge? European Journal of Education and Psychology, 10, 49–56.CrossRefGoogle Scholar
An, W., & Western, B. (2019). Social capital in the creation of cultural capital: Family structure, neighborhood cohesion, and extracurricular participation. Social Science Research, 81, 192–208.CrossRefGoogle ScholarPubMed
Arens, A.K., Becker, M., & Möller, J. (2017). Social and dimensional comparisons in math and verbal test anxiety: Within- and cross-domain relations with achievement and the mediating role of academic self-concept. Contemporary Educational Psychology, 51, 240–252.CrossRefGoogle Scholar
Ashori, M., Afrooz, G., Arjmandnia, A.A., Pourmohamadreza-Tajrishi, M., & Ghobri-Bonab, B. (2015). The effectiveness of group positive parenting program (Triple-P) on the mother-child relationships with intellectual disability. Iranian Journal of Public Health, 44, 290–301.Google ScholarPubMed
Bae, C.L., & Debusk-Lane, M. (2019). Middle school engagement profiles: Implications for motivation and achievement in science. Learning and Individual Differences, 74, 101753.CrossRefGoogle Scholar
Barber, B.K., & Buehler, C. (1996). Family cohesion and enmeshment: Different constructs, different effects. Journal of Marriage and the Family, 58, 433–441.CrossRefGoogle Scholar
Basharpoor, S., Issazadegan, A., Zahed, A., & Ahmadian, L. (2013). Comparing academic self-concept and engagement to school between students with learning disabilities and normal. The Journal of Education and Learning Studies, 5, 47–64.Google Scholar
Battle, J. (1981). Culture-free SEI: Self-esteem inventories for children and adults. Seattle, WA: Special Child Publications.Google Scholar
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723–742.CrossRefGoogle Scholar
Bronfenbrenner, U. (2005). The bioecological theory of human development (2001). In Bronfenbrenner, U. (Ed.), Making human beings human: Bioecological perspectives on human development (pp. 3–15). Thousand Oaks: Sage Publications Ltd.Google Scholar
Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In Bollen, K.A., & Long, J.S. (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.Google Scholar
Buhs, E.S. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407–424.CrossRefGoogle Scholar
Calafat, A., Gracia, F., Juan, M., Becona, E., & Fernandez-Hermida, J.R. (2014). Which parenting style is more protective against adolescent substance use? Evidence within the European context. Drug and Alcohol Dependency, 138, 185–92.CrossRefGoogle ScholarPubMed
Carthy, T., Horesh, N., Apter, A., & Gross, J.J. (2010). Patterns of emotional reactivity and regulation in children with anxiety disorders. Journal of Psychopathology and Behavioral Assessment, 32, 23–36.CrossRefGoogle Scholar
Chen, K.H.J., Chang, Y., Hsueh, C.T. (2018). The influence of social context, Academic self-concept, and learning Engagement on academic Achievement: A comparison of Economically disadvantaged and General third graders in Taiwan. Contemporary Educational Research Quarterly, 26, 073–107.Google Scholar
Chen, S., Yeh, Y., Hwang, F., & Lin, S.S. (2013). The relationship between academic self-concept and achievement: A multicohort–multioccasion study. Learning and Individual Differences, 23, 172–178.CrossRefGoogle Scholar
Coie, J.D., & Dodge, K.A. (1983). Continuities and changes in children’s social status: A five-year study. Merrill-Palmer Quarterly, 29, 261–282.Google Scholar
Cuffe, S.P., McKeown, R.E., Addy, C.L., & Garrison, C.Z. (2005). Family and psychosocial risk factors in a longitudinal epidemiological study of adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 44, 121–129.CrossRefGoogle Scholar
Early, D.M., Pianta, R.C., Taylor, L.C., & Cox, M.J. (2001). Transition practices: Findings from a national survey of kindergarten teachers. Early Childhood Education Journal, 28, 199–206.CrossRefGoogle Scholar
Eccles, J.S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In Ames, R. & Ames, C. (Eds.), Research on motivation in education, (vol. 3, pp. 139–181). New York: Academic Press.Google Scholar
Feldman, M.A. (2008). High school outcomes of middle school bullying and victimization (Unpublished doctoral thesis). University of South Florida, FL.Google Scholar
Fernández-Zabala, A., Goñi, E., Camino, I., & Zulaika, L.M. (2016). Family and school context in school engagement. European Journal of Education and Psychology, 9, 47–55.CrossRefGoogle Scholar
Finning, K., Ukoumunne, O.C., Ford, T., Danielsson-Waters, E., Shaw, L., Jager, I.R., … Moore, D.A. (2019). The association between child and adolescent depression and poor attendance at school: A systematic review and meta-analysis. Journal of Affective Disorders, 245, 928–938.CrossRefGoogle ScholarPubMed
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–161.CrossRefGoogle Scholar
Gallardo, L.O., Barrasa, A., & Guevara-Viejo, F. (2016). Positive peer relationships and academic achievement across early and mid-adolescence. Social Behavior and Personality: An International Journal, 44, 1637–1648.CrossRefGoogle Scholar
Guassi Moreira, J.F., & Telzer, E.H. (2015). Changes in family cohesion and links to depression during the college transition. Journal of Adolescence, 43, 72–82.CrossRefGoogle ScholarPubMed
Guo, J., Marsh, H.W., Parker, P.D., Morin, A.J.S., & Yeung, A.S. (2015). Expectancy value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161–168.CrossRefGoogle Scholar
Guo, Q., Zhou, J., & Feng, L. (2018). Pro-social behavior is predictive of academic success via peer acceptance: A study of Chinese primary school children. Learning and Individual Differences, 65, 187–194.CrossRefGoogle Scholar
Gutiérrez, M., Tomás, J.M., Romero, I., & Barrica, J.M. (2017). Perceived social support, school engagement and satisfaction with school. Revista de Psicodidáctica, 22, 111–117.CrossRefGoogle Scholar
Han, F. (2019). Longitudinal relations between school self-concept and academic achievement. Revista De Psicodidáctica [English ed.], 24, 95–102.CrossRefGoogle Scholar
Heidari, F., Fallahi, V., & Hajiloo, J. (2018). The role of parenting and attachment styles in predicting the students’ adjustment to school. Journal of School Psychology, 7, 138–151.Google Scholar
Jiang, Y.H., Yau, J., Bonner, P., & Chiang, L. (2017). The role of perceived parental autonomy support in academic achievement of Asian and Latino American adolescents. Electronic Journal of Research in Education Psychology, 9, 497–522.CrossRefGoogle Scholar
Joel Wong, Y., Uhm, S.Y., & Li, P. (2012). Asian Americans’ family cohesion and suicide ideation: Moderating and mediating effects. American Journal of Orthopsychiatry, 82, 309–318.CrossRefGoogle Scholar
Jöreskog, K.G., & Sörbom, D. (2001). LISREL 8. Chicago: Scientific Software.Google Scholar
Kadir, M.S., & Yeung, A.S. (2016). Academic self-concept. In Encyclopedia of Personality and Individual Differences (pp. 1–8). Springer International Publishing.Google Scholar
Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35, 432–438.CrossRefGoogle ScholarPubMed
Kokkinos, C.M., & Hatzinikolaou, S. (2011). Individual and contextual parameters associated with adolescents’ domain specific self-perceptions. Journal of Adolescence, 34, 349–360.CrossRefGoogle ScholarPubMed
Krannich, M., Goetz, T., Lipnevich, A.A., Bieg, M., Roos, A., Becker, E.S., & Morger, V. (2019). Being over- or underchallenged in class: Effects on students career aspirations via academic self-concept and boredom. Learning and Individual Differences, 69, 206–218.CrossRefGoogle Scholar
Krauss, S.E., Kornbluh, M., & Zeldin, S. (2017). Community predictors of school engagement: The role of families and youth-adult partnership in Malaysia. Children and Youth Services Review, 73, 328–337.CrossRefGoogle Scholar
Ladd, G.W., & Dinella, L.M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from First to Eighth Grade? Journal of Educational Psychology, 101, 190–206.CrossRefGoogle ScholarPubMed
Leidy, M.S., Guerra, N.G. & Toro, R.I. (2010), Positive parenting, family cohesion, and child social competence among immigrant Latino families. Journal of Family Psychology, 24, 252–260. doi.10.1037/a0019407. CrossRefGoogle ScholarPubMed
Lindsey, E.W. (2014). Physical activity play and preschool children’s peer acceptance: Distinctions between rough-and-tumble and exercise play, Early Education & Development, 25, 277–294.CrossRefGoogle Scholar
Liu, K.S., Cheng, Y.Y., Chen, Y.L., & Wu, Y.Y. (2009). Longitudinal effects of educational expectations and achievement attributions on adolescent’s academic achievements. Adolescence, 44, 911–924.Google Scholar
Liu, W.C. & Wang, C.K.J. (2005). Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore Secondary School. Asia Pacific Education Review, 6, 20–27.CrossRefGoogle Scholar
Llorca, A. Richaud, M.C. & Malonda, E. (2017). Parenting, peer relationships, academic self-efficacy, and academic achievement: direct and mediating effects. Frontiers in Psychology, 8, 2120.CrossRefGoogle ScholarPubMed
Lösch, T., Lüdtke, O., Robitzsch, A., Kelava, A., Nagengast, B., & Trautwein, U. (2017). A well-rounded view: Using an interpersonal approach to predict achievement by academic self-concept and peer ratings of competence. Contemporary Educational Psychology, 51, 198–208.CrossRefGoogle Scholar
Lowe, K., & Dotterer, A.M. (2013). Parental monitoring, parental warmth, and minority youths’ academic outcomes: Exploring the Integrative Model of Parenting. Journal of Youth and Adolescence, 42, 1413–1425.CrossRefGoogle ScholarPubMed
Lu, M., Walsh, K., White, S., & Shield, P. (2017). The associations between perceived maternal psychological control and academic performance and academic self-concept in Chinese adolescents: The mediating role of basic psychological needs. Journal of Child and Family Studies, 26, 1285–1297.CrossRefGoogle Scholar
Lv, B., Lv, L., Yan, Z., & Luo, L. (2019). The relationship between parental involvement in education and childrens academic/emotion profiles: A person-centered approach. Children and Youth Services Review, 100, 175–182.CrossRefGoogle Scholar
Lv, B., Zhou, H., Liu, C., Guo, X., Zhang, C., Liu, Z., & Luo, L. (2018). The relationship between mother–child discrepancies in educational aspirations and childrens academic achievement: The mediating role of childrens academic self-efficacy. Children and Youth Services Review, 86, 296–301.CrossRefGoogle Scholar
Maltais, C., Duchesne, S., Ratelle, C.F., & Feng, B. (2017). Learning climate, academic competence, and anxiety during the transition to middle school: Parental attachment as a protective factor. European Review of Applied Psychology, 67, 103–112.CrossRefGoogle Scholar
Marsh, H.W., & Craven, R.G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133–163.CrossRefGoogle ScholarPubMed
Marsh, H.W., & O’Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34, 542–552.CrossRefGoogle ScholarPubMed
Marsh, H.W., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A.K., & Murayama, K. (2016). Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. Developmental Psychology, 52, 1273–1290.CrossRefGoogle ScholarPubMed
Marsh, H.W., Relich, J.D., & Smith, I.D. (1983). Self-concept: The construct validity of interpretations based upon the SDQ. Journal of Personality and Social Psychology, 45, 173–187.CrossRefGoogle Scholar
Miranda-Zapata, E., Lara, L., Navarro, J.-J., Saracostti, M., & de-Toro, X. (2018). Modelling the Effect of School Engagement on Attendance to Classes and School Performance. Revista de Psicodidáctica [English ed.], 23, 102–109.CrossRefGoogle Scholar
Moreira, P.A., Dias, A., Matias, C., Castro, J., Gaspar, T., & Oliveira, J. (2018). School effects on students’ engagement with school: Academic performance moderates the effect of school support for learning on students’ engagement. Learning and Individual Differences, 67, 67–77.CrossRefGoogle Scholar
Morris, A.S., Silk, J.S., Steinberg, L., Myers, S.S., & Robinson, L.R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16, 361–388.CrossRefGoogle ScholarPubMed
Nasiri, M., Micaelimanee, F., & Issazadegan, A. (2017). Structural relationship between perceived difficulty, social comparison and academic self-concept with academic adjustment of BA students in Urmia University. Quarterly Journal of Research in School and Virtual Learning, 5, 9–22.Google Scholar
Niepel, C., Brunner, M., & Preckel, F. (2014). Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students. Contemporary Educational Psychology, 39, 301–313.CrossRefGoogle Scholar
Olson, D.H., & Gorall, D.M. (2003). Circumplex model of marital & family systems. In Walsh, F. (Ed.) Normal family processes (3rd ed., pp. 514–547). New York: Guilford Press.Google Scholar
Olson, D.H., Russell, C.S., & Sprenkle, D.H. (1983). Circumplex Model of marital and family systems: VI. Theoretical update. Family Process, 22, 69–83.CrossRefGoogle Scholar
Olson, D.H., Sprenkle, D.H., & Russell, C. (1989). Circumplex model of marital and family systems: I. Cohabitation and adaptability dimensions, family types, and clinical applications. Family Process, 18, 3–28.CrossRefGoogle Scholar
Piers, E.V., & Harris, D.B. (1964). Age and other correlates of self-concept in children. Journal of Educational Psychology, 55, 91–95.CrossRefGoogle Scholar
Preckel, F., Niepel, C., Schneider, M., & Brunner, M. (2013). Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains. Journal of Adolescence, 36, 1165–1175.CrossRefGoogle ScholarPubMed
Qin, Y., Wan, X., Qu, S., & Chen, G. (2015). Family cohesion and school belonging in preadolescence: Examining the mediating role of security and achievement goals. SHS Web of Conferences, 19, 02004.CrossRefGoogle Scholar
Quin, D., Heerde, J.A., & Toumbourou, J.W. (2018). Teacher support within an ecological model of adolescent development: Predictors of school engagement. Journal of School Psychology, 69, 1–15.CrossRefGoogle ScholarPubMed
Ratelle, C.F., Duchesne, S., & Guay, F. (2017). Predicting school adjustment from multiple perspectives on parental behaviors. Journal of Adolescence, 54, 60–72.CrossRefGoogle ScholarPubMed
Reeb, B.T., Chan, S.Y.S., Conger, K.J., Martin, M.J., Hollis, N.D., Serido, J., & Russell, S.T. (2015). Prospective effects of family cohesion on alcohol-related problems in adolescence: Similarities and differences by race/ethnicity. Journal of Youth and Adolescence, 44, 10, 1941–1953.CrossRefGoogle ScholarPubMed
Reijntjes, A., Kamphuis, J.H., Prinzie, P., Boelen, P.A., van der Schoot, M., & Telch, M.J. (2011). Prospective linkages between peer victimization and externalizing problems in children: A meta-analysis. Aggressive Behavior, 37, 215–222.CrossRefGoogle ScholarPubMed
Rezaei-Dehaghani, A., Keshvari, M., & Paki, S. (2018). The relationship between family functioning and academic achievement in female high school students of Isfahan, Iran, in 2013–2014. Iranian Journal of Nursing and Midwifery Research, 23, 183.Google ScholarPubMed
Rimm-Kaufman, S.E., & Pianta, R.C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491–511.CrossRefGoogle Scholar
Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.CrossRefGoogle ScholarPubMed
Sahil, S.A.S., & Hashim, R.A. (2011). The roles of social support in promoting adolescent’s classroom cognitive engagement through academic self-efficacy. Malaysian Journal of Learning and Instruction, 8, 49–69.Google Scholar
Samooei, R., Bagherzadeh, H., & Sabzavari, M. (2005). Assessing the reliability of social acceptance questionnaire among elementary students of Esfahan city. Journal of Behavioral Science, 2, 6–12.Google Scholar
Santa Lucia, R.C., & Gesten, E.L. (2000). Adjustment across the middle school transition: Gender and race considerations. Poster presentation at the annual meeting of the American Psychological Association, Washington, D.C.Google Scholar
Schwartz, D., Gorman, A.H., Nakamoto, J., & McKay, T. (2006). Popularity, social acceptance, and aggression in adolescent peer groups: Links with academic performance and school attendance. Developmental Psychology, 42, 1116–1127.CrossRefGoogle ScholarPubMed
Selen, D.Z., & Tuncay, E. (2019). School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations. Children and Youth Services Review, 101, 307–316.Google Scholar
Serrano, C., & Andreu, Y. (2016). Perceived emotional intelligence, subjective well-being, perceived stress, engagement and academic achievement of adolescents. Revista de Psicodidáctica, 21, 357–374.CrossRefGoogle Scholar
Silinskas, G., & Kikas, E. (2019). Math homework: Parental help and children’s academic outcomes. Contemporary Educational Psychology, 59, 101784.CrossRefGoogle Scholar
Slicker, E.K. (1997, August). Family adaptability and cohesion: Relationship to older adolescent behaviors. Paper presented at the 105th Annual Meeting of the American Psychological Association, Chicago, IL.Google Scholar
Stefansson, K.K., Gestsdottir, S., Birgisdottir, F., & Lerner, R.M. (2018). School engagement and intentional self-regulation: A reciprocal relation in adolescence. Journal of Adolescence, 64, 23–33.CrossRefGoogle ScholarPubMed
Steiger, J.H. (1990). Structural model evaluation and modification: An interval estimation approach. Multivariate Behavioral Research, 25, 173–180.CrossRefGoogle Scholar
Sticca, F., Goetz, T., Nett, U.E., Hubbard, K., & Haag, L. (2017). Short- and long-term effects of over-reporting of grades on academic self-concept and achievement. Journal of Educational Psychology, 109, 842–854.CrossRefGoogle Scholar
Sukumaran, S. Vickers, B., Yates, P., & Garralda, M.E. (2003). Self-esteem in child and adolescent psychiatric patients. European Child & Adolescent Psychiatry, 12, 190–197.CrossRefGoogle ScholarPubMed
Szumski, G., & Karwowski, M. (2019). Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement. Contemporary Educational Psychology, 59, 101787.CrossRefGoogle Scholar
Tetzner, J., Becker, M., & Maaz, K. (2016). Development in multiple areas of life in adolescence. International Journal of Behavioral Development, 41, 704–713.CrossRefGoogle Scholar
Tilbury, C., Creed, P., Buys, N., Osmond, J., & Crawford, M. (2014). Making a connection: School engagement of young people in care. Child & Family Social Work, 19, 455–466.CrossRefGoogle Scholar
Vandenbroucke, L., Spilt, J.L., Verschueren, K., & Baeyens, D. (2018). The effects of peer rejection, parent and teacher support on working memory performance: An experimental approach in middle childhood. Learning and Individual Differences, 67, 12–21.CrossRefGoogle Scholar
Veas, A., Castejón, J., Miñano, P., & Gilar-Corbí, R. (2019). Early adolescents’ attitudes and academic achievement: The mediating role of academic self-concept. Revista De Psicodidáctica [English ed.], 24, 71–77.CrossRefGoogle Scholar
Wang, D., & Fletcher, A.C. (2015). Parenting style and peer trust in relation to school adjustment in middle childhood. Journal of Child and Family Studies, 25, 988–998.CrossRefGoogle Scholar
Wang, M.T., & Peck, S. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49, 1266–1276.CrossRefGoogle ScholarPubMed
Wang, M.T., Willett, J.B., & Eccles, J.S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49, 465–480.CrossRefGoogle ScholarPubMed
West, S.G., Finch, J.F., & Curran, P.J. (1995). Structural equation models with nonnormal variables: Problems and remedies. In Hoyle, R. H. (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 56–75). Thousand Oaks, CA: Sage Publications.Google Scholar
Wolff, F., Helm, F., Zimmermann, F., Nagy, G., & Möller, J. (2018). On the effects of social, temporal, and dimensional comparisons on academic self-concept. Journal of Educational Psychology, 110, 1005–1025.CrossRefGoogle Scholar
Wouters, S., Germeijs, V., Hilde, C., & Verschueren, K. (2011). Academic self-concept in high school: Predictors and effects on adjustment in higher education. Scandinavian Journal of Psychology, 52, 586–594.CrossRefGoogle ScholarPubMed
Zhang, L., Eggum-Wilkens, N.D., Eisenberg, N., & Spinrad, T.L. (2017). Children’s shyness, peer acceptance, and academic achievement in the early school years. Merrill-Palmer Quarterly, 63, 458.CrossRefGoogle Scholar
Zhu, X., Tian, L., Zhou, J., & Huebner, E.S. (2019). The developmental trajectory of behavioral school engagement and its reciprocal relations with subjective well-being in school among Chinese elementary school students. Children and Youth Services Review, 99, 286–295.CrossRefGoogle Scholar