Componentes y correlatos del autoconcepto en la escala de Piers-Harris

Self-Concept and Feeling of Belonging as a Predictor Variable of the Attitude towards the Study from the PISA 2018 Report

The importance of self-concept and the feeling of belonging to a school have been highlighted in numerous studies as predictors of school success. However, there are hardly any studies that link the relationship between self-concept and the feeling of belonging to the school. Thus, the aim of this study is to analyze the influence of personal and educational self-concept on the feeling of belonging to school, based on the data provided by the PISA 2018 report. To achieve this objective, a correlational methodology based on structural equation modelling has been used. The sample of participants is composed of 35,943 students of Compulsory Secondary Education from different Spanish high schools that participated in the PISA 2018 Report. The results obtained have shown that personal and educational self-concept correlate positively. In addition, both factors were positively related to the feeling of belonging to the educational centre. This study allows us to infer the idea of the existence of a direct and positive correlation between school and personal self-concept and the feeling of belonging, which would allow schools to develop educational intervention programmes with the aim of promoting the student’s self-concept in order for them to feel better integrated into the school.

Factor Structure of the AUDIM-M Dimensional Self-Concept Questionnaire in Mexican Adolescents

Self-concept is one of the most relevant variables in the field of personality, and a negative self-perception can pose a risk to the adolescent’s development. The present study aimed to analyze the psychometric properties proposed by Aguirre and collaborators for the dimensional self-concept questionnaire (AUDIM-M). The total sample was 560 adolescents from the city of Chihuahua, Chihuahua, with a mean age of 12.96 ± 0.88 years. The factor structure of the questionnaire was analyzed using confirmatory factor analysis. The analyses show that a four-factor structure is viable and adequate (GFI 0.964; RMSEA 0.057; CFI 0.950). The four-factor structure (personal self-concept, physical self-concept, social self-concept, and academic self-concept), according to statistical and substantive criteria, shows adequate indicators of reliability and validity adjustment. The model obtained coincides with that proposed by Aguirre et al. Improving adolescents’ self-concept undoubtedly contributes to their quality of life, hence the need for valid and reliable instruments for its measurement; this study could be a first approach for future research.

[Aerobic capacity, weight status and self-concept in schoolchildren]

OBJETIVES

To analyze the relationship between self-concept, aerobic capacity and weight status in schoolchildren.

MATERIAL AND METHOD

Relational descriptive design in which was assessed the weight status and aerobic capacity of 256 schoolchildren among 8-11 years. Aerobic capacity (low vs high) and the body mass index (normal-weight vs overweight-obesity) were categorized using standard criteria. The self-concept was assessed through the Piers Harris self-concept scale for children.

RESULTS

Schoolchildren with normal-weight and high fitness level showed better levels of conductual self-concept (P=.030), physical (P<.001), lack of anxiety (P=.048), and global self-concept (P=.002). The schoolchildren with normal-weight show higher levels of conductual self-concpt (P=.016), intellectual (P=.050), physical (P<.001), life satisfaction (P=.036), and global self-concept (P=.001). The schoolchildren with a higher fitness level showed better conductual self-concept (P=.024), physical (P=.004), lack of anxiety (P=.011), social (P=.024), and global (P=.003).

CONCLUSIONS

The results of the study strengthen the importance to transmit to the educative community the knowledge of the relationship between the variables analyzed aiming to improve the schoolchildren self-concept.