Links between identity and school engagement in young adults Enrolled in adult education: an exploratory study
This cross-sectional study examines the relationship between personal and social resources, identity development and school involvement within a group of young adults attending Quebec’s adult general education settings. The key role of identity and personal agency on academic success is widely documented in the scientific literature but mainly across college or university populations. Consequently, little is known about the interaction of these variables among “second chance” school’s students. According to the results obtained from a mixed sample of 276 students (18-24 years-old) attending adult education centers, identity development, social capital and identity capital variables contribute to student’s involvement in schooling. As such, the analyses highlight the central role of self-esteem and its significant association to other markers. Also, significant differences related to gender regarding the contribution of identity’s processes on school involvement were found. These findings suggest some possible explanations and practical implications for psychoeducation.