Academic Self-concept in University Students: Their Association with Parents’ Educational Level and Previous Experience in Higher Education

Abstract

The aim of this research is to associate academic self-concept with the educational level of the parents and previous experiences of students in higher education. It is a cross-sectional study that evaluated 1093 students from a private university in Chile. The instruments used were the academic self-concept scale (ASCS), the variables of educational level of the parents and students previous experience in higher education. Bivariate correlations were made using the Spearman coefficient, associations using Pearson’s Chi-Square, and mean difference using the Mann-Whitney U between ASCS with the parents’ educational level and previous experience in higher education. The outcomes indicate correlation, association and mean difference (p < .05) between the ASCS and the educational level of the mother when she has university studies, as well as with the existence of previous experiences in higher education, being the father’s educational level of no significant impact. In conclusion, academic self-concept is greater when students have a mother with university studies and when they have previous experiences in higher education.

Inclusión y acceso en universidades chilenas: El caso de la Política de Gratuidad

“…Entre estas últimas, a su vez, existen universidades privadas denominadas "tradicionales", en contraposición a las universidades de carácter privado que fueron creadas con posterioridad a 1980. A nivel global, como también Latinoamericano y chileno en particular, ha existido un fuerte énfasis en la ampliación de la matrícula en ES (Bernasconi, 2015;Gedda-Muñoz & Villagrán-Del Picó, 2020;Ricchiardi & Emanuel, 2018). Esto ha diversificado los perfiles de estudiantes que postulan e ingresan a la universidad (Teixeira et al, 2017) y en consecuencia, tanto los gobiernos como las propias instituciones han desarrollado estrategias académicas, de financiamiento y organizativas para enfrentar los nuevos retos que se les han presentado (Espinoza & González, 2016;OCDE, 2013;Santelices et al, 2021;Venegas-Ramos & Garín, 2020).…”

Factors Associated with Anxiety, Depression, and Stress Levels in High School Students

“…On the other hand, Maykel [ 16 ] mentions that academic stress is a general malaise that directly influences physical and emotional aspects in students whose incident factors are internal, such as health conditions, the pressure to develop extracurricular activities, aspirations for the future, among others; external incident factors as also include competitiveness among peers, relationships with teachers, a school environment focused on the results of standardised assessments and a high load of homework or extracurricular academic activities. These aspects affect academic performance and undermine teamwork and self-esteem [ 16 , 17 , 18 ]. Therefore, the early detection of anxiety symptoms [ 7 ], such as depression [ 6 ] and stress [ 2 ], has been considered of the utmost importance for their timely referral and treatment to reduce the risk of presenting such a disorder in the future or during adulthood.…”