Reciprocal Relations between Academic Self-Concept and Student Engagement in U.S. Low-Achieving Adolescents

This study examined reciprocal associations between academic self-concept and student engagement among low-achieving U.S. adolescents (Grades 7-9). Academic self-concept was correlated with all three engagement dimensions at the between-person level. Within-person analyses found reciprocal relations of self-concept with the two behavioral dimensions of engagement, but not emotional engagement.