Teachers as significant other in the development of academic self-concept in adolescence: An exploratory study

The aim of this study was to explore the role of teachers as significant other in the development of academic self-concept during adolescence. A mixed-method approach was used, with a cross-sectional design. The sample included 150 students aged between 12 and 18 from public institutions in Sinaloa (Mexico), enrolled in secondary school, high school, and university. Data were collected using the Piagetian Critical Clinical Interview (semi-structured version) and the Self-Concept Questionnaire Form 5. The quantitative results show a decline in academic self-concept between the ages of 12 and 15, followed by an increase at age 18, with statistically significant differences between the ages of 15 and 18. At age 15, students believe that their teachers perceive them as having few valued qualities in academic performance and as less intelligent, coinciding with the decline in their academic self-concept. In contrast, at age 18, when their self-concept improves, they believe that their teachers recognize valuable academic qualities in them and perceive them as more intelligent, although they begin to name more personal attributes. No significant differences were found based on gender. These findings suggest that students' perceptions of how their teachers view them influence changes in their academic self-concept during adolescence. It is recommended to foster school environments that reinforce students' positive self-perception through teachers, promoting confidence in their own abilities when faced with academic tasks.