Self-concept difficulties from childhood to youth in people with low vision

Article Sidebar

PDF (Español (España))
Published: Nov 4, 2017
DOI: https://doi.org/10.17060/ijodaep.2017.n1.v3.999
Keywords:
self-concept low vision childhood youth education

Main Article Content

M. Dolores López-Justicia
Universidad de Granada

Abstract

The present study had as its main objective to determine if children, adolescents, and young people with low vision, showed differences in the self-concept with respect to equal without visual difficulties. The total population of participants was divided into four age groups: 4 to 7 years, 8 to 11, 12 to 17 and 18 to 30 years. The results of the various analyzes carried out showed that those affected by low vision obtained lower scores in some dimensions of the self-concept in the four age groups, compared with peers of normal vision. This leads to highlight the need to act in the psycho Self-concept difficulties from childhood to youth in people with low vision The present study had as its main objective to determine if children, adolescents, and young people with low vision, showed differences in the self-concept with respect to equal without visual difficulties. The total population of participants was divided into four age groups: 4 to 7 years, 8 to 11, 12 to 17 and 18 to 30 years. The results of the various analyzes carried out showed that those affected by low vision obtained lower scores in some dimensions of the self-concept in the four age groups, compared with peers of normal vision. This leads to highlight the need to act in the psychoeducational field to influence the adequate development of the self-concept from the early school years. It is concluded by making a call of attention to teachers involved in their education, in order to provide support in the curricular areas that require it and introduce methodological changes in the teaching-learning process that will help these children and young people to improve their selfconcept and academic performance, as well as to facilitate their social inclusion.

Downloads

Download data is not yet available.

Article Details

How to Cite
López-Justicia, M. D. (2017). Self-concept difficulties from childhood to youth in people with low vision. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 305–314. https://doi.org/10.17060/ijodaep.2017.n1.v3.999
Issue
Vol. 3 No. 1 (2017): MONOGRAPH NO. 2. PSYCHOLOGY TODAY: CHALLENGES, ACHIEVEMENTS AND PERSPECTIVES OF THE FUTURE. CHILD PSYCHOLOGY.
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

Beaty, L.A. (1992). Adolescent Self-Perception as a Function of Vision Loss. Adolescence, 27(107), 707-714.

Coll, C. (2002). Constructivismo y Educación. En C. Coll, J. Palacios, y A. Marchesi, Desarrollo Psicológico y educación, Vol. 2, Psicología de la educación escolar. Madrid: Alianza Editorial.

Elexpuru, I., Garma, A., Marroquín, M., y Villa, A. (1992): Autoconcepto y Educación. Teoría, medida y práctica pedagógica. Bilbao: Gobierno Vasco.

Fitts, W. H. (1965). Tennessee Self-Concept Scale: Manual. Nashville, Tennessi: Counselor recording and Tests.

Fitts, W.H. y Warren, W.L. (1996). Tennessee Self-Concept Scale: Manual. Western Psychological Services.

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. (2001). AF5- Autoconcepto Forma 5 (2a ed.). Madrid: TEA Ediciones.

Gargallo, B., Garfella, P. R., Sánchez, F., Ros, C. y Serra, B. (2009). La influencia del autoconcepto en el rendimiento académico en estudiantes universitarios. Revista Española de Orientación y Psicopedagogía, 20(1), 16-28.

González-Pienda, J.A., Núñez, J.C., Álvarez, L., Roces, C., González-Pumariega, S., González, P., y Bernardo, A. (2003). Adaptabilidad y cohesión familiar, implicación parental en conductas autorregulatorias, autoconcepto del estudiante y rendimiento académico. Psicothema, 15(3), 471-477.

Goñi, E., Esnaola, I., Rodríguez, A., y Camino, I. (2015). Personal self-concept and satisfaction with life in adolescence, youth and adulthood. Psicothema, 27(1), 52-58.

González, M.C. y Tourón, J. (1994): Autoconcepto y Rendimiento Escolar. EUNSA, Pamplona.

Harter, S. (1999). The construction of self: A developmental perspectives. New York: The Guilford Press.

Machargo, S.J. (1991). El profesor y el autoconcepto de sus alumnos. Teoría y Práctica. Madrid: Escuela Española.

Machargo, S.J. (1997). Programa de actividades para el desarrollo de la Autoestima. (Vol. 2). Madrid: Escuela Española.

Marsh, H.W. (1984). Relations among dimensions of self-attribution, dimensions of self-concept and academic achievement. Journal of Educational Psychology, 76, 1291-1308.

Organización Mundial de la Salud. (2008). Clasificación Internacional del funcionamiento de la discapacidad visual y de la salud. Ginebra (Suiza).

Pérez, J.I. y Garaigordobil, M. (2007a). Deficiencia auditiva: autoconcepto, autoestima y síntomas psicopatológicos. Análisis y modificación de conducta, 33(148), 159-183.

Pérez, J.I. y Garaigordobil, M. (2007b). Discapacidad motriz: autoconcepto, autoestima y síntomas psicopatológicos. Estudios de Psicología, 28(3), 343-357.

Polo-Sánchez, Ma.T., y López-Justicia, Ma.D. (2012). Autoconcepto de estudiantes universitarios con discapacidad visual, auditiva y motora. Revista Latinoamericana de Psicología, 44 (2), 87-98.

Reinhardt, J.P. (2001). Effects of positive and negative support received and provided on adaptation to chronic visual impairment. Applied Developmental Science, 5(2), 76-85.

Smith, E., Nolen-Hoeksema, S., Fredrickson, B. y Loftus, G. (2003). Introducción a la Psicología. Madrid: Thomson.

Torres, M., Morocho, J., Santos, J., Escurra, L. M., Delgado, A. E., Quezada, R., Guevara, G. y Rivas, G. (2005). Relación entre el autoconcepto de las competencias, las metas académicas y el rendimiento en alumnos universitarios de la ciudad de Lima. Revista De Investigación En Psicología, 8(1) 87-106.

Villa, S.A. y Auzmendi, E.E. (1992). Medición del autoconcepto en la edad infantil. Bilbao: Ediciones Mensajero.