Perception of teachers and peers during adolescence: Does school self-concept matter? Results of a qualitative study

A subsample of 36 adolescents with high (n = 18) and low (n = 18) school self-concepts (MAge = 16.4, SD = .54) was selected from a previous longitudinal study (N = 1088) to participate in semi-structured interviews addressing their motivation and social relationships at school. A comparative thematic analysis was run inductively and revealed two themes (peer relations and teacher relations) and nine subthemes. The qualitative approach provided evidence for both similarities (e.g. classroom climate, motivation) and differences (e.g. emotional vs. learning support, high vs. low competition, acceptance vs. acknowledgement) among the subthemes. The results suggest the importance of acknowledging students' self-concept in the teaching process, as students' perception of social relationships at school may vary according to their level of self-concept: while students with a high school self-concept attribute equal importance to the emotional support provided by peers and teachers in their aspiration to “win the race”, students with a low school self-concept prioritize the learning support provided by peers and teachers and express a desire to “be like the rest” in terms of classwork and grades.