Academic decision making June 29, 2018 Laura van der Aar - - PowerPoint PPT Presentation

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Academic decision making June 29, 2018 Laura van der Aar - - PowerPoint PPT Presentation

Apr 18, 2023 109 likes •451 views

Adolescent self-concept & Academic decision making June 29, 2018 Laura van der Aar l.p.e.van.der.aar@fsw.leidenuniv.nl Definitions She gets good grades in school Self-Concept Curly hair How you think about yourself Social construct

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Adolescent self-concept & Academic decision making

June 29, 2018 Laura van der Aar l.p.e.van.der.aar@fsw.leidenuniv.nl

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Self-Concept

How you think about yourself Social construct

Definitions

Curly hair Red dress She is curious She gets good grades in school She is impulsive

Self-descriptions

Evaluative in nature Differ in importance given to them Can be categorized in domains

Self-esteem

Overall evaluation of your worth as a person

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Important?

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Defining Adolescence

5 10 15 20 25 Puberty Adolescence Hormonal changes Culturally dependent

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Self in Adolescence

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Brain development

Child Adolescent Adults

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How to study self-concept?

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Self-concept Study

Timepoints 3 timepoints 2 waves completed. Presenting data wave 1 Participants 160 at T1 Age 11-21 at T1 ± 15 per age Gender 86 female 74 male Pubertal Status 5-20 Mfemales = 15.3 Mmales = 14.3 Estimated IQ 80-137.5 M = 109.9

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Self-concept Study

Direct Control

Task

  • 60 trials
  • 3 domains

(physical, academic, prosocial)

  • Positive / Negative
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Butto tonb nbox

  • x

Monit nitor

  • r

Mirro ror

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Results

Domains and Development

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Behaviour

Most positive about:

  • Prosocial traits

Least positive about:

  • Academic traits
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Behaviour

Development

  • Only for academic traits
  • Less positive in mid-adolescence
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Neural

Domain-general

  • mPFC
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Striatum

  • Self-relevance/relatedness, intrinsic/reward value, salience
  • Dip in self-evaluation?

Neural

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SUMMERY

⊡ Self-concept becomes more differentiated upon domain ⊡ Possible dip in positive self-evaluation in mid adolescence ⊡mPFC plays an important role in self-concept development

in adolescence

⊡ Longitudinal research is needed to better understand these relations

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Self-concept related to study choice

What characterizes adolescents who have difficulties with making academic choices?

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Source: NRC, jan 2018

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30 to 35 %

Drops out in their first year of college

Source: Vereniging Hogescholen/VSNU

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Why do so many students drop out of college?

  • Wrong match between person and study

 Wrong choice

The adolescent brain… ….Choices

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External orientation Internal orientation

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Self-knowledge Self-esteem

Behavioral and neural correlates of:

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“

What characterizes adolescents who have problems with making academic choices?

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10 month structured gap-year program Focuses on increasing self-knowledge and self-esteem Participants will be able to make a better suited academic choices for the future

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2 to 3 days of training and workshops per week Personal coach Multiple categories of learning:  Learn about own traits and competences  Awareness and change of own behaviour  Improving social skills  Decision making  Vitality  Society

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 Adolescents between 16 and 24 years  Gap year between high school and higher education, or drop outs  Experience difficulties in choosing study / career path  A lot of diversity  Level of educational tracks  Background variables  Groups in Amsterdam, Utrecht and Eindhoven  Around 30 adolescents per group

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CONTROL

N = 46

Gender: 22 Male 24 Female Age: 17 – 21 years; M = 19,4 IQ: 85 – 132,5; M = 109,1 Educational background:

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All in higher education

BREEKJAAR

N = 38

Gender: 14 Male 24 Female Age: 16 – 24 years; M = 18,7 IQ: 85 – 127.5; M = 104,5 Educational background:

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High school: 22

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Tried higher education: 16

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SELF-DESCRIPTIONS IN MRI To what extent individuals describe certain traits in a diverse set of domains to be applicable to them IMPORTANCE The value one could place upon possessing certain traits SELF-ESTEEM General overall evaluation of the self SELF-CONCEPT CLARITY The extent to which individuals describe their self-concept as clear, stable, and internally consistent

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1 2 3 4 Breekjaar Control

Self-esteem

1 2 3 4 Breekjaar Control

Self-concept clarity

* *** ***

2 2,5 3 3,5 Academic Physical Prosocial

Self-descriptions

Breekjaar Control 2 2,5 3 3,5 4 Academic Physical Prosocial

Importance

Breekjaar Control

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  • 6
  • 4
  • 2

2 4 6 1 2 3 4 5

Medial PFC Activity

Self-Esteem

Self > Control

Breekjaar Controle

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CONCLUSION

Positive academic self-evaluations & Healthy levels of self-esteem could be important conditions for the ability to make future-oriented academic choices.

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DISCUSSION

⊡Focus on self-concept in schools ⊡How to improve this?

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Thanks to:

Brain and Development Research Center Stichting Breekjaar Financial support: Netherlands – NWO

Thank you!