Links between psychological disengagement from school and different forms of self-esteem in the crucial period of early
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Links between psychological disengagement from school and different forms of self‑esteem in the crucial period of early and mid‑adolescence Delphine Martinot, et al. [full author details at the end of the article] Received: 13 November 2019 / Accepted: 14 September 2020 © The Author(s) 2020
Abstract The purpose of this study was to test the links between psychological disengagement from academics and self-esteem during two different periods of adolescence. Previous research provided mixed findings on the links between both psychological disengagement mechanisms (i.e., discounting and devaluing) and self-esteem. To clarify this relationship, global self-esteem as well as self-esteem in school attainment and social domains were assessed among 142 early-adolescents (aged 11 to 12) and 172 mid-adolescents (aged 13 to 15). According to the Psychological Disengagement Model, it was predicted that experience of personal deprivation due to perceived relative academic underachievement would be associated with discounting of academic grades. In turn, a link between discounting and devaluing from school was expected. Both psychological disengagement mechanisms were predicted to harm global self-esteem and self-esteem in the school attainment domains. However, discounting and devaluing were expected to increase self-esteem in the social domains among mid- rather than early-adolescents. Path analyses support in part prediction. Both psychological disengagement mechanisms played a different role on global and domain-specific self-esteem. Among early-adolescents, discounting reduced global self-esteem and self-esteem in school attainment domains. Findings pointed to the self-protective role of discounting on self-esteem in social domains among mid-adolescents as well as the non-protective function of devaluing on global selfesteem, school attainment and social domains of self-esteem. This study contributes by clarifying the links between psychological disengagement from academics and self-esteem at two distinct periods in adolescence and the specific domains of self-esteem. Keywords Psychological disengagement from school · Global self-esteem · Domain-specific self-esteem · Personal relative deprivation · Early-and midadolescence
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1 Introduction 1.1 School disengagement and adolescence Youth disengagement from academics is a matter for concern. When they disengage from school, youth cease their involvement in school activities, respond in maladaptive ways to the obligation of attending school (Skinner et al. 2008; Wang et al. 2015), as well as experience a decrease in grade point average and educational aspirations (Wang et al. 2019). Disengagement from school creates a vicious cycle; youth will more likely associate with delinquent peers, devalue academics, and feel alienated from their teachers, which in turn increases their disengagement from school (Morrison et al. 2002). Academic disengagement may also ultimately lead to school dropout (Archambault et al. 2009). However, t
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