Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico

Veas, Alejandro; Costa, Juan Luís Castejón; Miñano, Pablo; Corbí, Raquel Gilar

doi:10.1016/j.psicod.2018.11.001

Cited by 14 publications

(7 citation statements)

References 43 publications

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“…Asimismo, junto al autoconcepto académico, son relevantes las estrategias de apoyo y las estrategias de comprensión y de gestión de la información del estudiante (Barca et al, 2013), las atribuciones de éxito y fracaso académico (Miñano et al, 2008) y las actitudes académicas (Veas et al, 2019) para que se genere un buen desempeño escolar. La forma en que los estudiantes adolescentes perciben la implicancia de sus familias en los procesos educativos también se relaciona con el autoconcepto académico (Álvarez et al, 2015).…”

Section: Alcances Respecto De Los Principales Hallazgos De Los Estudios Revisadosunclassified

“…Como aportes relevantes a partir de los hallazgos y para la implementación en contextos educativos, destaca la importancia del rol docente en el aumento o merma del autoconcepto y del rendimiento académico (Aguilera, 1993, Arancibia y Álvarez, 2994Veas et al, 2019). Por lo cual, es trascendental que el profesorado tenga herramientas adecuadas para efectuar una pedagogía más adecuada, involucrando a sus estudiantes y dándoles un rol más comprometido (Arancibia y Álvarez, 2004).…”

Section: Alcances Respecto De Los Principales Hallazgos De Los Estudios Revisadosunclassified

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Autoconcepto y rendimiento académico: una revisión de la Literatura Hispana

et al. 2021

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El presente artículo corresponde a una revisión de veinte investigaciones centradas en indagar las diversas relaciones existentes entre autoconcepto y desempeño académico. La búsqueda se enfocó en estudios publicados en lengua castellana presentes en diversas bases de datos. La organización de la información consideró como criterio la categorización de los participantes. Los resultados apuntan a que los estudios en general evidencian relaciones entre autoconcepto y rendimiento académico, donde el autoconcepto sería uno de los múltiples factores que inciden en el desempeño. Asimismo, existen condiciones que modulan estas relaciones: género, contexto educativo, situación de discapacidad, entre otros. Estos hallazgos tienen relevancia para el diseño de estrategias que permitan mejorar el desempeño académico, considerando el autoconcepto del estudiantado

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Section: Alcances Respecto De Los Principales Hallazgos De Los Estudios Revisadosunclassified

Autoconcepto y rendimiento académico: una revisión de la Literatura Hispana

et al. 2021

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“…Regarding gender differences, it has been observed that girls display a more positive attitude towards schoolwork and spend more time doing these tasks than boys [70,71,72]. In addition, girls are more oriented towards the fulfilment of tasks and goals [73,74], which has important repercussions on their academic results [75,76,77]. Girls have also been observed to build more positive interpersonal relationships in the classroom, which is associated with better school adjustment [78,79].…”

Section: Introductionmentioning

confidence: 99%

Parental Socialization, School Adjustment and Cyber-Aggression among Adolescents

Martínez–Ferrer

León-Moreno

Musitu-Ferrer

et al. 2019

IJERPH

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The objective of the present study is to analyse the relationships between parental socialization styles—indulgent, authoritarian, authoritative and negligent, school adjustment (social integration, academic competence and family involvement) and cyber-aggression (direct and indirect) in adolescents. Participating in this study were 1304 Spanish students of both sexes (53.1% girls), aged between 12 and 18 years (M = 13.87, SD = 1.33). Multivariate analyses of variance were performed. The results showed significant relationships between parental socialization styles, school adjustment and cyber-aggression. It was observed that adolescents from indulgent and authoritative families showed greater academic competence and greater family involvement. Additionally, the children from authoritarian families displayed greater involvement in direct and indirect cyber-aggression behaviours. The results obtained and their implications are discussed in the final section.

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“…Disruptive behaviour typically leads to low academic performance, which influences the student's risk of failure at school in some way or another. Due to the low academic levels of Spanish students documented in certain international studies (e.g., the PISA report), there has been increasing interest over recent years to study the factors affecting academic/school performance and students' personal growth [1,19,20].…”

Section: Introductionmentioning

confidence: 99%

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

Gallegos

Gómez-López

Extremera

et al. 2019

IJERPH

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The objectives of this work were two-fold: Firstly, to identify the profiles of disruptive behaviours and motivation in secondary school physical education students using cluster analysis; and secondly, to analyse the interaction of the profiles with school satisfaction and perceived teaching competence. A group of 758 secondary school students (54.2% female) between the ages of 13 and 18 (M = 15.22, DT = 1.27) participated in the study by responding to the following scales: The Disruptive Behaviours in Physical Education Questionnaire, The School Satisfaction Scale, The Sport Motivation Scale adapted to Physical Education, and the Evaluation of Teaching Competencies Scale in Physical Education. The cluster analysis established two distinct profiles: High levels of disruptive behaviours and low levels of disruptive behaviours. The results showed that the students with the high disruptive behaviours profile were mostly boys, having low levels of intrinsic motivation and high levels of amotivation and misbehaviour in the classroom. In contrast, those students with the low disruptive behaviours profile were mostly girls, having the highest levels of intrinsic motivation and the lowest levels in all the disruptive behaviours. It was shown that students exhibiting the worse classroom behaviours were more bored in school, while those students with better behaviour perceived greater teaching competence.

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Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico

Cited by 14 publications

References 43 publications

Autoconcepto y rendimiento académico: una revisión de la Literatura Hispana

Autoconcepto y rendimiento académico: una revisión de la Literatura Hispana

Parental Socialization, School Adjustment and Cyber-Aggression among Adolescents

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

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