Abstract
Abstract Using three-wave panel data from 1,756 junior high school students, and LISREL VII, the authors estimated a theoretically informed structural model that specifies a linkage between self-derogation in a school context and subsequent academic failure that is mediated by a disposition to deviate from conventional expectations. The model is a specific application in the school setting of a general model of deviant adaptations in response to context-specific self-devaluing experiences. Results support the idea that academic failure, in part, is motivated behavior that may be viewed as an adaptation to previous self-devaluing experiences within a school context.
Keywords
Deviance (statistics)LISRELDispositionPsychologyStructural equation modelingSocial psychologyContext (archaeology)Developmental psychologyComputer science
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Publication Info
- Year
- 1994
- Type
- article
- Volume
- 87
- Issue
- 3
- Pages
- 166-173
- Citations
- 44
- Access
- Closed
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Cite This
Diane S. Kaplan,
B. Mitchell Peck,
Howard B. Kaplan
(1994).
Structural Relations Model of Self-Rejection, Disposition to Deviance, and Academic Failure.
The Journal of Educational Research
, 87
(3)
, 166-173.
https://doi.org/10.1080/00220671.1994.9941238
Identifiers
- DOI
- 10.1080/00220671.1994.9941238