The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender

In at-risk areas of social exclusion, a higher number of adolescents drop out of school. Dropout from compulsory education and early school leaving are associated with unemployment, poverty, and greater health problems, posing a significant threat to the youth’s development and wellbeing. Neverthele...

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Autores: Matías García, José Antonio, Cubero Pérez, Mercedes, Santamaría Santigosa, Andrés, Bascón Díaz, Miguel Jesús
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/158847
Acceso en línea:https://hdl.handle.net/11441/158847
https://doi.org/10.1007/s10212-024-00839-0
Access Level:acceso abierto
Palabra clave:learner identity
risk of social exclusion
early school leaving
resilience
adolescent
academic self-concept
post-compulsory education
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spelling The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and genderMatías García, José AntonioCubero Pérez, MercedesSantamaría Santigosa, AndrésBascón Díaz, Miguel Jesúslearner identityrisk of social exclusionearly school leavingresilienceadolescentacademic self-conceptpost-compulsory educationIn at-risk areas of social exclusion, a higher number of adolescents drop out of school. Dropout from compulsory education and early school leaving are associated with unemployment, poverty, and greater health problems, posing a significant threat to the youth’s development and wellbeing. Nevertheless, some students manage to pursue formal education even in high-risk areas, exhibiting resilience. Interwoven between the processes of risk and resilience, the students’ identity development plays a vital role. The present study aimed to analyze the learner identity of students who exhibit a resilience trajectory in areas at risk of social exclusion, and its relation to the degree of risk they face, their academic experience, and their gender. The sample consisted of 132 students from at-risk neighborhoods in Spain who successfully completed compulsory secondary education and continued beyond that level. To measure their academic selves, a modified version of the Twenty Statement Test (TST) was used, which was analyzed using a category system that included four dimensions: organization of the self, emotional valence, plane of action, and thematic reference. The results indicate the participants primarily used personal, positive, evaluative self-descriptions related to the academic world, mostly based on effort. A higher degree of risk was associated to more self-descriptions referring good relationships with others and class attendance, while higher academic experience was associated to more independent selves. The study also found several gender differences. The implications of these findings for research and social intervention in at-risk contexts are discussed.Unión Europea PSI2016–80112–PMinisterio de Ciencia e Innovación PSI2016–80112–PSpringerPsicología ExperimentalMinisterio de Ciencia e Innovación (MICIN). EspañaAgencia Estatal de Investigación. EspañaFondo Europeo de Desarrollo Regional (FEDER)2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/11441/158847https://doi.org/10.1007/s10212-024-00839-0reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEuropean Journal of Psychology of Education.PSI2016– 80112–Phttps://doi.org/10.1007/s10212-024-00839-0info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1588472026-06-17T12:51:07Z
dc.title.none.fl_str_mv The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender
title The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender
spellingShingle The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender
Matías García, José Antonio
learner identity
risk of social exclusion
early school leaving
resilience
adolescent
academic self-concept
post-compulsory education
title_short The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender
title_full The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender
title_fullStr The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender
title_full_unstemmed The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender
title_sort The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender
dc.creator.none.fl_str_mv Matías García, José Antonio
Cubero Pérez, Mercedes
Santamaría Santigosa, Andrés
Bascón Díaz, Miguel Jesús
author Matías García, José Antonio
author_facet Matías García, José Antonio
Cubero Pérez, Mercedes
Santamaría Santigosa, Andrés
Bascón Díaz, Miguel Jesús
author_role author
author2 Cubero Pérez, Mercedes
Santamaría Santigosa, Andrés
Bascón Díaz, Miguel Jesús
author2_role author
author
author
dc.contributor.none.fl_str_mv Psicología Experimental
Ministerio de Ciencia e Innovación (MICIN). España
Agencia Estatal de Investigación. España
Fondo Europeo de Desarrollo Regional (FEDER)
dc.subject.none.fl_str_mv learner identity
risk of social exclusion
early school leaving
resilience
adolescent
academic self-concept
post-compulsory education
topic learner identity
risk of social exclusion
early school leaving
resilience
adolescent
academic self-concept
post-compulsory education
description In at-risk areas of social exclusion, a higher number of adolescents drop out of school. Dropout from compulsory education and early school leaving are associated with unemployment, poverty, and greater health problems, posing a significant threat to the youth’s development and wellbeing. Nevertheless, some students manage to pursue formal education even in high-risk areas, exhibiting resilience. Interwoven between the processes of risk and resilience, the students’ identity development plays a vital role. The present study aimed to analyze the learner identity of students who exhibit a resilience trajectory in areas at risk of social exclusion, and its relation to the degree of risk they face, their academic experience, and their gender. The sample consisted of 132 students from at-risk neighborhoods in Spain who successfully completed compulsory secondary education and continued beyond that level. To measure their academic selves, a modified version of the Twenty Statement Test (TST) was used, which was analyzed using a category system that included four dimensions: organization of the self, emotional valence, plane of action, and thematic reference. The results indicate the participants primarily used personal, positive, evaluative self-descriptions related to the academic world, mostly based on effort. A higher degree of risk was associated to more self-descriptions referring good relationships with others and class attendance, while higher academic experience was associated to more independent selves. The study also found several gender differences. The implications of these findings for research and social intervention in at-risk contexts are discussed.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/158847
https://doi.org/10.1007/s10212-024-00839-0
url https://hdl.handle.net/11441/158847
https://doi.org/10.1007/s10212-024-00839-0
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv European Journal of Psychology of Education.
PSI2016– 80112–P
https://doi.org/10.1007/s10212-024-00839-0
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.301603

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