Self-concept and academic performance in adolescents

Article Sidebar

PDF (Español (España))
Published: Sep 18, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v2.472
Keywords:
Self-concept adolescence academic performance social change

Main Article Content

Almudena Iniesta Martínez
Universidad Católica San Antonio de Murcia
Carmen Rosa Mañas Viejo
Universidad de Alicante

Abstract

The objective of this study is to measure the relationship between the different dimensions of self-concept - academic, social, family, physical and social - and academic performance. The questionnaire of self-concept form 5 (AF5) was administered to 180 teenagers of both sexes aged between 13 and 18 years (M = 15.25; DT = 1.09. A Pearson correlation and a discriminant analysis are performed to analyze the data. The results indicated that there is a direct relationship between academic self-concept and academic performance and that relations between the social and physical self-concept and academic performance are significant. The data did not show a significant relationship between family self-concept and the academic self-concept.

Downloads

Download data is not yet available.

Article Details

How to Cite
Iniesta Martínez, A., & Mañas Viejo, C. R. (2014). Self-concept and academic performance in adolescents. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 555–564. https://doi.org/10.17060/ijodaep.2014.n1.v2.472
Issue
Vol. 2 No. 1 (2014): EDUCATIONAL PSYCHOLOGIST
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Byrne, B.y Shavelson, R. (1996). On the structure of self-concept for pre-, early-, and late-adolescents: A test of the Shavelson, Hubner, and Stanton (1976) model. Journal of Personality and Social Psychology, 70, 599-613.

Collins, W. A. y Russell, G. (1991). Mother-child and father-child relation-ships in middle childhood and adolescence: A developmental review. Developmental Review, 11, 99-136.

De Gracia, M., Marco, M.,y Juan, J.(1999).Autoconcepto físico, modelo estético e imagen corporal en una muestra de adolescentes. Psiquis, 20(1) ,27-38.

Esnaola, I., Goñi, A. y Madariaga, J.M. (2008). El autoconcepto: perspectivas de investigación, Revista de Psicodidáctica, 13(1), 179-194.

Fuentes, M.C, García, J.F, Gracia, E y Lila, M. (2011). Autoconcepto y ajuste psicosocial en la adolescencia.Psicothema, 23(1), 7-12.

García, F., y Musitu, G. (1999). AF5: Autoconcepto Forma 5. Madrid: España. Tea.

García, J.F., Musitu, G., y Veiga, F. (2006). Autoconcepto en adultos de España y Portugal [Self-concept in adults from Spain and Portugal]. Psicothema, 18, 551-556.

García, F., y Musitu, G. (2009). AF5: Autoconcepto Forma 5. Madrid: España. Tea.

Gargallo, B., Suárez, J.M., García Félix, E., Sahuquillo, P.M. (2012) Autoconcepto en estudiantes universitarios excelentes y en estudiantes medios. Revista Ibero-americana de Educación, 60.

Gervilla, E. (2002). La tiranía de la belleza, un problema educativo hoy. La estética del cuerpo como valor y problema. Teoría de la Educación, 14, 185-206.

González, M. C.; Tourón, J. (1992). Autoconcepto y rendimiento escolar: sus implicaciones en la motivación y en la autorregulación del aprendizaje. Pamplona: Eunsa

Goñi, A., Rodríguez, A., y Ruiz de Azúa, S. (2004). Bienestar psicológico y autoconcepto físico en la adolescencia y juventud. Psiquis, 25(4), 141-151.

Marchetti, B. (1997). Concertó di se’relazioni familiari e valori. Tesis de Licenciatura en Psicología Social. Dir. Gonzalo Musitu Ochoa. Universita degli Studi di Bologna.

Markus, H., y Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. In M.R. Rosenweig y L.W. Porter (Eds.). Annual Review of Psychology, 38, 299-337.

Martínez, R., Alvarez, L. (2005). Fracaso y abandono escolar en Educación Secundaria Obligatoria: implicación de la familia en los centros escolares. Aula Abierta, 85, 127-146.

Martínez – Antón, M., Buelga, S. y Cava, M.J. (2007). La satisfacción con la vida en la adolescencia y su relación con la autoestima y el ajuste escolar. Anuario de Psicología, 38(2), 293-303.

McCabe, M.P, Ricciardelli,L.A.(2004). Body image dissatisfaction among males across the life spam. A review of past literature. Journal of Psychosomatic Research, 56, 675-685.

Moreno, D., Estévez, E., Murgui, S., y Musitu, G. (2009). Relación entre el clima familiar y el clima escolar: el rol de la empatía, la actitud hacia la autoridad y la conducta violenta en la adolescencia, en International Journal of Psychology and Psychological Therapy, 9(1), 123-136.

Musitu, G. y Garcia, F. (2004). ESPA 29: Escala de Estilos de Socialización Parental en la Adolescencia. Madrid: Tea.

Núñez,J.C., González-Pineda,J.A. (1994).Determinantes del rendimiento académico. Variables cognitivo-motivacionales, atribucionales, uso de estrategias y autoconcepto. Oviedo: Servicio de Publicaciones de la Universidad de Oviedo

Ortiz, M. J. (2001). El desarrollo emocional. En F. López, I. Etxebarria, M. J. Fuentes, M. J. Ortiz, (Eds.), Desarrollo Afectivo y Social. Madrid: Pirámide.

Parra, A., Oliva, A. y Sánchez-Queija, I. (2004). Evolución y determinantes de la autoestima durante los años adolescentes. Anuario de Psicología, 35(3), 331-346.

Pastor, E. (1998). La problemática de la enseñanza en los adolescentes. Pamplona: Publicaciones de la Universidad Pública de Navarra

Rosenberg, M, Schooler, C., Schoenbach, C. y Ronsenberg, F. (1995) Global self-esteem and sprcific self-esteem: different concepts, different outcomes. American Sociological Review, 60(1), 141-156.

Sampascual, G. (2009). Psicología de la Educación. Tomo I. Madrid: UNED.

Shavelson, R.J., Hubner, J.J., y Stanton, G.C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407-441.

Song, I. S., y Hattie, J. (1984). Home environment self-concept and academic achievement: A causal modeling approach. Journal of EducationalPsychology, 76, 1269-1281

Tomás,J.M., Oliver,A.(2004). Análisis Psicométrico Confirmatorio de una Medida Multidimensional del Autoconcepto en Español. Revista Interamericana de Psicología, 38(2), 285-293

Torio, S. (2004). Familia, escuela y sociedad, Aula Abierta, 83, 35-52.

Vallacher, R. R., y Wegner, D. M. (1987). What do people think they’re doing? Action identification and human behavior. Psychological Review, 94, 3-15.