The Developmental Roots of Disaffection?

Abstract

Recent studies have shown that self‐esteem may play an important role in the onset of disaffection among secondary age pupils. It has been suggested that low‐achieving pupils deal with the threat posed to their self‐esteem by poor academic achievement by re‐organising their domain‐specific evaluations so that investment is increased in potentially more rewarding areas (in being part of a scholastic counter‐culture). In this vein, an exploratory study was conducted in which self‐esteem, mood/affect, and perceptions of social support were examined in 62 high and low achieving Year 7 (mean age: 11.8) pupils. We found differences between high‐ and low‐achieving pupils in a variety of constructs, including academic self‐esteem, mood/affect, and global self‐worth. Further, within‐group correlations revealed distinct differences between high and low achieving pupils, in the relationships between self‐esteem, mood/affect, and social support. The findings are discussed in relation to suggested psychosocial mechanisms in the onset of disaffection. In particular, differences between the findings of this and other studies involving older participants are examined, and Year 7 is tentatively suggested as a critical period of self‐esteem re‐organisation for low achievers.

Notes

Corresponding author. Educational Support and Inclusion, University of Manchester, Oxford Road, Manchester M13 9PL, UK. Email: [email protected]