Children facing peer victimization may not have peer affirmation from classmates about the way they are doing in school. This is what is hypothesized for why there is a negative correlation between peer victimization and perceived academic competence for high-chronic and moderate-emerging victims.

Peer Victimization and Perceived Academic Competence

A subordinate facet of the general self-concept; a mental representation of the self constructed from one’s beliefs regarding their academic abilities in general and in different academic domains. The general academic self-concept might not tied to any specific domain or subject, but students may form multiple domain-specific self-concepts that vary according to their perceived level of ability in different subjects.


New York University

The structure of the self-concept is multidimensional, constructed from different self-beliefs corresponding to different domains of the person’s identity and life experiences. These self-beliefs are organized into a hierarchy based on generality, with the general self-concept on the highest level and subordinate levels splitting into more and more specific domains. 

This structure allows for the existence of multiple self-concepts, which may be activated in specific domains and situations to influence how people think and behave in these specific contexts.

The Structure of the Self-Concept

Arens, A. K., Jansen, M., Preckel, F., Schmidt, I., & Brunner, M. (2021). The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models. Review of Educational Research, 91(1), 34-72.


Learn Before

Related

Learn After