Autoconcepto, autoestima y rendimiento académico en alumnos de 4º de E.S.O. Implicaciones psicopedagógicas en la orientación y tutoría
Abstract
This work shows the relationships and the relative weight that given variables antecedents of the self-concept maintain on the global self-esteem in pupils of fourth course of Obligatory Secondary Education. Also they are analyzed the relationships that given pedagogic and psychological variables have on the scholastic achievement.
A hundred twenty pupils formed part of this research. The instruments elaborated by S. Harter and used in this work were: the «Self-Perception Profile for Adolescents» (1988), that it measures variables of self-concept and self-esteem; the «Social Support Scale for Children» (1985); the «Scale of Intrinsic versus Extrinsic Orientation in the Classroom» (1980); the «Inventory of Study Habits» of F.F. Pozar (1983); a measure of the intelligence (Cattell, 1989); the daily study hours, and the achievement in the 1ª, 2ª and 3ª evaluation in the own matters of this educational level.
The analysis effected by the statistic program BMDP shown some results that tend to coincide with the proposed by Harter, and provide interesting very useful suggestions to generate investigation strategies and of intervention in this field.
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