Influence of self-esteem and attention on the academic performance of ESO and FPB students

Cid-Sillero, Sandra; Pascual-Sagastizábal, Eider; Goñi, Juan Ignacio de Morentin de Martínez

doi:10.1016/j.psicoe.2019.10.001

Cited by 14 publications

(10 citation statements)

References 17 publications

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“…In adolescence, this personal assessment is strongly influenced by the environment [3] and is related to other factors that predict good adjustment, such as social satisfaction and low levels of exclusion [4]. It has also been shown that students who are more adapted to the environment and with better adjustment present greater autonomy and independence [5].…”

Section: Introductionmentioning

confidence: 99%

Emotional Strengths and Difficulties in Italian Adolescents: Analysis of Adaptation through the SDQ

Corvasce¹,

Ramón

Méndez

et al. 2022

Sustainability

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An adolescent’s knowledge of him/herself (positive aspects and weaknesses) is shaped by interactions with external and internal factors, including the family context and the educational environment. The assessment of this knowledge serves to construct the concept of self-esteem. The main objective of the present study was to examine the prevalence of self-reported emotional and behavioral symptoms in a representative sample of Italian adolescents and their relationship with gender and age, using Goodman’s Strengths and Difficulties Questionnaire (SDQ). A total of 440 adolescents (49.8% female) aged 15–18 years from the southern Italy region participated. The results show the prevalence of emotional and behavioral symptoms in the analyzed sample. Gender differences were also found in the variables under study. In conclusion, the SDQ test is offered as an agile, simplified, and effective tool, to be proposed to all formative agents who are concerned with the interest and care not only of young people, but also of the future of socio-political realities.

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Section: Introductionmentioning

confidence: 99%

Emotional Strengths and Difficulties in Italian Adolescents: Analysis of Adaptation through the SDQ

Corvasce¹,

Ramón

Méndez

et al. 2022

Sustainability

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“…De este modo, las dificultades en salud mental pueden estar también relacionadas con el RA. En esta dirección, el bajo RA está asociado a malestar en dimensiones como la autonomía, las relaciones con amigos, los sentimientos en el entorno familiar y las percepciones sobre el entorno escolar (Vitale et al, 2015), a la presencia de síntomas externalizantes y problemas de atención (Cid-Sillero et al, 2020), conductas problemáticas y problemas con los compañeros (Strom et al, 2013) e hiperactividad (Ludyga et al, 2017). De este modo, las necesidades emocionales que caracterizan la adolescencia les hacen estar comprobando sus dispositivos digitales continuamente, provocando un efecto negativo en su RA (Rosen et al, 2013), dando relevancia al impacto en el RA tanto del acceso a recursos tecnológicos como del estado emocional y conductual de los menores.…”

Section: Dificultades En Salud Mental Y Su Relación Con El Rendimient...unclassified

Análisis del rendimiento académico y la salud mental de los alumnos de educación secundaria según el acceso a los recursos tecnológicos

García-Gil

Bullón

Castaño

2022

EducXX1

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El acceso a los recursos digitales y el rendimiento académico (RA) son variables de gran interés en la sociedad actual. Sin embargo, hacen falta estudios que profundicen en la asociación entre ellos y la salud mental. Este estudio tiene como objetivo a) conocer si existen diferencias en el RA en función del acceso a los recursos digitales (móvil, ordenador, acceso a Internet y tiempo de conexión diario a Internet). b) Establecer perfiles de estudiantes según su RA y el acceso o no a dichos recursos digitales y, por último, analizar la relación de estos perfiles con la salud mental. Se seleccionó una muestra de 1448 alumnos españoles de Educación Secundaria Obligatoria (ESO) y de Bachillerato, de los que 708 eran hombres (48.90 %), con una edad media de 14.5 años (DT = 1.57). Se utilizó un cuestionario sociodemográfico, se midieron las calificaciones en el curso anterior y se utilizó la escala SDQ para la medición de la salud mental. El RA se ve influenciado positivamente por el tiempo de conexión a Internet, acceso al ordenador, Internet y móvil. Sin embargo, las diferencias entre los alumnos con buen RA y un RA bajo no vienen asociados exclusivamente al acceso a los recursos digitales sino a la presencia de dificultades en salud mental. Los alumnos con bajo RA presentan mayores dificultades emocionales, hiperactividad, problemas de conducta y problemas con compañeros. Por último, parece que los problemas emocionales destacan exclusivamente en aquellos alumnos con bajo RA que disponen de recursos digitales por lo que podría ser la variable más relevante para futuras intervenciones educativas.

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“…For these reasons, based on the evidence shown, it could be concluded that students with higher family and study satisfaction tend to show higher self-esteem, which in turn increases their life satisfaction. Moreover, the moderating role of self-esteem should be highlighted because previous studies report this role in cognitive skills and students' performance in tasks, exams, and other academic challenges (Cid-Sillero et al, 2020), which also has a partial moderation effect that accounts for students' life satisfaction (Kong et al, 2012;Kong and You, 2013).…”

Section: The Mediating Role Of Self-esteemmentioning

confidence: 99%

Influence of family and academic satisfaction on life satisfaction among Peruvian university students in the times of COVID-19: The mediating role of self-esteem

et al. 2022

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ObjectiveTo examine the effect of family and academic satisfaction on the self-esteem and life satisfaction among Peruvian university students.MethodOf the 1,182 Peruvian university students who participated, 364 were male; and 818 were female; and ranged from 17 to 39 years of age (mean = 20.67, SD = 4.4). The family satisfaction scale (FSS), the Escala breve de satisfacción con los estudios (EBSE; Brief Academic Satisfaction Scale in Spanish), Rosenberg’s self-esteem scale (RSES), and the satisfaction with life scale (SWLS) were used to perform the assessments.ResultsThe study model showed an adequate fit (χ2 19.5, p < 0.001, CFI = 0.977, RMSEA = 0.057), confirming the association between family satisfaction and life satisfaction (β = 0.26, p < 0.001) and self-esteem (β = 0.35, p < 0.001), and the correlation between academic satisfaction and self-esteem (β = 0.35, p < 0.001) and life satisfaction (β = 0.23, p < 0.001). The model accounted for 42% of life satisfaction.ConclusionFamily satisfaction and academic satisfaction affect self-esteem and life satisfaction.

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Influence of self-esteem and attention on the academic performance of ESO and FPB students

Cited by 14 publications

References 17 publications

Emotional Strengths and Difficulties in Italian Adolescents: Analysis of Adaptation through the SDQ

Emotional Strengths and Difficulties in Italian Adolescents: Analysis of Adaptation through the SDQ

Análisis del rendimiento académico y la salud mental de los alumnos de educación secundaria según el acceso a los recursos tecnológicos

Influence of family and academic satisfaction on life satisfaction among Peruvian university students in the times of COVID-19: The mediating role of self-esteem

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