Relación entre género, resiliencia y autoconcepto académico y social
en la adolescencia

Martínez, Cristina Pinel; Fuentes, María del Carmen Pérez; Martínez, José Juan Carrión

doi:10.23923/rpye2019.02.176

Cited by 8 publications

(10 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These correlations reveal that the older the students are, the lower their scores in these dimensions, and the worse their self-concept. In line with these revelations, several studies obtained similar results [ 35 ], explaining that the “academic” dimension is related to the “family” and “emotional” dimensions so that during adolescence both suffer, affecting the academic dimension [ 35 ].…”

Section: Discussionmentioning

confidence: 74%

“…In dimension number 2, “social”, no significant differences are found in the different educational stages, although in general terms, they have a fairly high score. In this line, studies report that this dimension, together with the “family” dimension, are the ones with the highest scores, establishing that students do not have too many difficulties establishing interpersonal relationships and maintaining them over time, because they rely on their peers [ 35 , 36 , 37 ].…”

Section: Discussionmentioning

confidence: 99%

“…It is the dimension with the highest score in general, as reported by other studies [ 37 , 38 , 41 ]. These high scores in the third cycle of primary school in relation to the rest of the educational stages may be due to the detachment from parents that occurs in adolescence, increasing social contact, and decreasing family contact [ 35 , 42 , 43 ].…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

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

et al. 2023

View full text Add to dashboard Cite

Self-concept can be defined as a structured, multidimensional, and evolving construct that constitutes all the beliefs that an individual has about him/herself. Among its dimensions is the physical dimension that encompasses perceptions of physical attractiveness, self-esteem, and physical condition. The purpose of this cross-sectional study was to look for differences between the educational stages from the third cycle of primary school and high school, as well as to study the possible correlations between the age groups and the dimensions of the scale. The AF-5 scale was used to measure self-concept, the Kolmogoronov–Smirnov test was applied to determine the normality of the data, Kruskall–Wallis to identify the differences between the dimensions of the scale and the educational stages, and Spearman’s Rho for correlations between dimensions and age groups. Significant differences were found in the academic, emotional, family, and physical dimensions between educational stages and between the scale as a single construct. Significant inverse correlations were also found between age groups and dimensions. Overall self-concept decreases with age and varies according to the educational stage.

show abstract

Section: Discussionmentioning

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

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

et al. 2023

View full text Add to dashboard Cite

show abstract

“…These results may be related to the theory that the biological and physical differences of each sex influence their development, especially in adolescence. 22 Both sexes receive different education in coping with adverse situations. 23 On the other hand, in relation to emotional intelligence, it was found that men obtained significantly higher average scores than women, both in the total score of the emotional intelligence scale, and in each of the dimensions of the construct.…”

Section: Discussionmentioning

confidence: 99%

Mediating Role of Emotional Intelligence in the Relationship Between Resilience and Academic Engagement in Adolescents: Differences Between Men and Women

Martínez¹,

Fuentes²,

Jurado³

2023

PRBM

View full text Add to dashboard Cite

Introduction Resilience and academic engagement have become some of the most important elements in the academic context, due to their relationships with school adjustment, the protective role against risky behaviors and the well-being of adolescents. Purpose Therefore, the objective of this study was to analyze the relationships established between the variables of resilience and academic engagement, the differences according to sex, as well as to determine the mediating role of emotional intelligence in the relationship between resilience and academic engagement in adolescence. Participants and Methods A cross-sectional descriptive study was performed. The sample consisted of 802 secondary school students, with an average age of 13.65 years ( SD = 1.24) (where 50.6% were women and 49.4% men) who filled out the Connor-Davidson Resilience Scale (CD-RISC 10), the General Academic Engagement Scale for Spanish Adolescents (CAADE) and the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S). Results The results showed the existence of positive relationships between resilience and factors of academic engagement. Furthermore, the mediation models showed the direct effect of emotional intelligence on this relationship. On the other hand, with respect to sex, men showed significantly higher averages in resilience and emotional intelligence, with no significant differences in the variable of academic engagement. Conclusion Concluding, design of emotional intelligence intervention programs in secondary is recommended as an effective measure for promoting resilience and a positive academic trajectory.

show abstract

“…Si se atiende a la literatura publicada sobre la influencia del autoconcepto en el contexto académico, en ésta se señala una fuerte asociación entre el autoconcepto y la atención a las tareas académicas (Pinel-Martínez et al, 2019), la actitud hacia el aprendizaje (Giner Mira et al, 2020), con la autorregulación (Herrera y Moreno, 2019), o con las metas académicas (Saucedo et al, 2020), concluyéndose en todos los estudios que un bajo autoconcepto repercute negativamente en estos constructos. Una de las investigaciones pioneras y más relevantes que abordan el autoconcepto en estudiantes con discapacidad, así como variables relacionadas con la exitosa integración académica de este colectivo fue llevada a cabo por Borland y James (1999) sobre las experiencias sociales y el éxito académico en más de 7.000 alumnos/as en Reino Unido.…”

Section: Introductionunclassified

Autoconcepto y metas académicas en estudiantes universitarios/as con discapacidad

Suriá Martínez

2023

REOP

View full text Add to dashboard Cite

El presente trabajo pretende examinar la relación entre el perfil de metas académicas y el autoconcepto en un grupo de estudiantes universitarios con discapacidad. Así, el primer objetivo trata de comprobar si existen perfiles diferenciados de metas académicas en función de las combinaciones de las distintas metas motivacionales. Una vez identificados los perfiles, trata de explorar si hay un perfil predominante en función de la tipología de la discapacidad. Por último, pretende examinar las posibles diferencias intergrupo de metas motivacionales en las dimensiones de autoconcepto. El Cuestionario de orientación de Metas académicas (C.M.A, 1991) y la Escala de Autoconcepto Forma 5 (AF-5, 1999), fueron administrados a una muestra de 96 estudiantes universitarios/as con discapacidad. El rango de edad fue 18 a 40 años (M = 22.56; DT = 4.89). El método quick cluster analysis obtuvo tres clústeres diferentes, un grupo con elevadas metas de las tres dimensiones motivacionales, un segundo grupo con utilización de metas de aprendizaje y metas de recompensa y un último grupo con predominio de motivaciones de valoración social. El grupo de metas multidimensionales estuvo conformado por un porcentaje más elevado de estudiantes con discapacidad cognitiva y auditiva. A su vez, este perfil obtuvo más altas puntuaciones en la mayoría de factores de autoconcepto. Los hallazgos de este trabajo pueden contribuir en la comprensión de la relación entre el autoconcepto y las metas motivacionales y con ello, al diseño de programas que ayuden a potenciar estos constructos en los estudiantes con discapacidad.

show abstract

Relación entre género, resiliencia y autoconcepto académico y social en la adolescencia

Cited by 8 publications

References 19 publications

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

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

Mediating Role of Emotional Intelligence in the Relationship Between Resilience and Academic Engagement in Adolescents: Differences Between Men and Women

Autoconcepto y metas académicas en estudiantes universitarios/as con discapacidad

Contact Info

Product

Resources

About