School and Institution

Significant Relationships and Self-Concept in Adolescents from Residential

Abstract

This study aims tests the predictive effect of the quality of relationship to significant figures (teachers, school and institutional staff) in the development of self-concept of young people. Also tests the mediational effect of the quality of relationship to peers and the moderating effect of the time of residential care in this association. The sample was composed by 400 institutionalized young people, between 12 and 18 years from both genders, in Portugal. The results underline the importance of the quality of the relationship to the significant figures of affection (in school and institution) for the development of a positive self-concept. The relationship with peers shows to be relevant corroborating the mediational role in the development of self-concept. The time of residential care didn’t show significant relationship between the quality of relationship established with significant adults and self-concept. Attachment theory emphasizes the importance of secure relationships between adults and young people.