Social Ostracism in School Context: Academic Self-Concept, Prosocial Behaviour, and Adolescents' Conduct Problems

Autor/in	Arslan, Gökmen
Titel	Social Ostracism in School Context: Academic Self-Concept, Prosocial Behaviour, and Adolescents' Conduct Problems
Quelle	In: Educational and Developmental Psychologist, 38 (2021) 1, S.24-35 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslan, Gökmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1080/20590776.2020.1834830
Schlagwörter	Peer Acceptance; Social Isolation; Self Concept; Prosocial Behavior; Early Adolescents; Behavior Problems; Academic Ability; Elementary School Students; Foreign Countries; Correlation; Turkey; Academic Self Concept Scale + Suchen Sie Ihr Suchwort? Soziale Isolation; Selbstkonzept; Ausland; Korrelation; Türkei
Abstract	Objective: Social ostracism is a serious psychosocial pattern because of its detrimental impact on adolescents' adjustment and school functioning. The objective of present study was to examine whether academic self-concept and prosocial behaviour mediated the association of social ostracism with conduct problems among adolescents. Method: Participants of the study comprised 337 adolescents (48.2% girls), and ranged in age from 11 to 13 years (M = 11.95, SD = 0.799). Results: Findings from mediation analysis revealed that social ostracism had a significant effect on academic self-concept, prosocial behaviours, and conduct problems. Academic self-concept and prosocial behaviours also had significant effects on conduct problems. Further, academic self-concept and prosocial behaviour simultaneously served as mediators on the association between social ostracism and conduct problems in adolescents. Conclusions: These results suggest that academic self-concept and prosocial behaviour may help to explain the effect of social ostracism on adolescents' conduct problems and contribute to developing prevention and intervention strategies in school settings to foster healthy development and adjustment among students. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01