Academic self-concept as the predictor of secondary school adolescent students’ school engagement

<p><span lang="EN-US">The objective of this study was to examine the role academic self-concept (ASC) in predicting adolescent students’ school engagement by using a cross-sectional research design. Data collected from 278 (149 males and 129 females) Ethiopian adolescents aged 15 20 years old. The result regression analysis indicated that socioeconomic status (SES) ASC significantly contributed overall score four components (behavioral, emotional, cognitive, agentic engagement). Additionally, results hierarchical revealed SES moderated relationship between (β3=1.323; ∆R2=.033, p<.01). However, gender grade level did not relate engagement. As conclusion, is significant personal trait has been linked which students high are more advantageous regardless their levels.</span></p>