An Analysis of the Relationships Among Academic Achievement Goal Orientation, Science Self-Concept, and Academic Engagement in Students Admitted through the Social Integration Track at Science High Schools

This study aimed to examine the relationships between academic achievement goal orientation, science self-concept, and academic engagement of students who entered a science high school through the social integration admission process. Specifically, this study investigated whether there were differences in students' science self-concept and academic engagement before and after their entry into the science high school. Furthermore, the study explored how their achievement goal orientation influenced their science self-concept and academic engagement. For this purpose, 60 students(45 male and 15 female) who entered the science high school through the social integration process participated in the study, and academic achievement goal orientation, science self-concept, and academic engagement were measured using self-report questionnaires. The results showed that there was no significant difference in science self-concept before and after entering the science high school, however, academic engagement significantly decreased. Among the types of academic achievement goal orientation (performance-avoidance, performance-approach, mastery-approach), only performance-avoidance goal orientation had a significantly negative impact on science self-concept, while it did not affect academic engagement. Based on these findings, the study suggests specific educational strategies to prevent school maladjustment and support school adjustment for students entering science high schools through the social integration admission process.