La estructura del Cuestionario de Autoconcepto Social (AUSO)

Abstract

Título: La estructura del Cuestionario de Autoconcepto Social (AUSO). Resumen: Este estudio tiene por objeto analizar la estructura factorial del Cuestionario de Autoconcepto Social (AUSO), de nueva creación, compuesto por las escalas de responsabilidad social y de competencia social. De la revisión tanto de las teorías del desarrollo social humano como de anteriores intentos de medida del autoconcepto social nació la propuesta teórica de que el autoconcepto social resulta de la conjunción de dos autopercepciones básicas: la competencia en las relaciones sociales y la respuesta a las exigencias del funcionamiento social. Participaron en la investigación 818 estudiantes con edades comprendidas entre 17 y 52 años. Los resultados obtenidos, mediante análisis factoriales confirmatorios, refrendan la estructura hipotetizada de dos factores correlacionados. Este trabajo, además de aportar un nuevo instrumento de medida con características psicométricas adecuadas y criterios válidos que justifican su uso tanto en la práctica aplicada como en el ámbito de la investigación, ayuda a comprender mejor la naturaleza interna del dominio social del autoconcepto. Palabras clave: Autoconcepto social; desarrollo social; instrumento de medida; fiabilidad; estructura factorial. Abstract:This study aims to analyze the factorial structure of the newlycreated Cuestionario de Autoconcepto Social -AUSO (from here on the Social Self-concept Questionnaire, or AUSO), which consists of two scales measuring social responsibility and social competence. The theoretical proposal which posits that social self-concept is the result of the combination of two basic self-perceptions: competence in social relations and response to the demands of social functioning, is based on a review of human social development theories and previous attempts to measure social self-concept. Participants were 818 students aged between 17 and 52. The results obtained though confirmatory factor analyses support the hypothesis of a structure made up of two correlated factors. In addition to providing a new measurement instrument with appropriate psychometric characteristics and valid criteria that justify its use in both applied practice and research, this study also enhances our understanding of the internal nature of the social domain of self-concept.

Differences in Self-Concept and Its Dimensions in Students of the Third Cycle of Primary School, Obligatory Secondary Education, and Baccalaureate

“…Students in the third cycle of primary education scored higher than students in both cycles of ESO and those in baccalaureate, indicating that they have a better self-perception about academics than the other groups. In line with these results, researchers have reported a negative trend in the self-perception of this dimension in the transition from primary to secondary education [32][33][34].…”

Desajuste psicosocial en la adolescencia: socialización parental, autoestima y uso de sustancias

“…The response scale for the 18 elements was a Likerttype scale ranging from 1 "Strongly disagree" to 99 "Strongly agree". The AF5 multidimensional self-esteem questionnaire is one of the most widely used Spanish measures (e.g., Fernández-Zabala, Rodríguez-Fernández & Goñi, 2016;Martín-Albo et al, 2007;Torregrosa-Ruiz, Molpeceres & Tomás, 2017;Torres et al, 2017). The dimensional structure has been empirically confirmed through exploratory (e.g., García & Musitu, 1999) and confirmatory factorial analyses (e.g., García, Gracia & Zeleznova, 2013;García, Musitu, Riquelme & Riquelme, 2011;García, Musitu & Veiga, 2006;Murgui, García, García & García, 2012;Tomás & Oliver, 2004), and no methodological problems have been found with negatively worded items Tomás & Oliver, 2004).…”

Sociometric Popularity, Perceived Peer Support, and Self-Concept in Adolescence

“…The concept comprises two dimensions that are related to each other but at the same time are different (Ferguson and Ryan, 2019;van den Berg et al, 2020): sociometric popularity, or social preference (Andreou, 2006), which refers to the feeling of being loved and accepted by one's peers; and perceived popularity, which refers to prestige, visibility and dominance within the peer group (Cillessen and Marks, 2011;Cillessen and Van den Berg, 2012). The term social acceptance has often been used as a synonym of popularity, even though in reality it is simply a dimension of social selfconcept (Fernández-Zabala et al, 2016b), understood as the self-evaluation of the degree to which a person feels accepted and loved by the significant others in their life. Thus, popularity and social acceptance are not the same thing and should not be used as synonyms due to the terminological confusion that this may generate, given that the two terms refer to separate yet interrelated concepts.…”