La influencia de los dominios específicos del autoconcepto en la implicación escolar del alumnado de educación secundaria
- Antonio-Aguirre, I.
- Zulaika Isasti, Luis Mari
- Castejón Costa, Juan Luis (coord.)
Publisher: [Madrid] : Asociación Científica de Psicología y Educación (ACIPE), 2016
ISBN: 978-84-608-8714-0
Year of publication: 2016
Pages: 264-271
Congress: Congreso Internacional de Psicología y Educación (8. 2016. Alicante)
Type: Conference paper
Abstract
The aim of this study is to analyze the predictive ability of specific domains of self-concept in school engagement of secondary school students. The sample consists of 484 students (47.31% men and 52.69% women; Mage = 14.89 years, SD = 1.99) from public and private schools from the Basque Autonomous Community. The statistical analyses were performed using SPSS v.22 software. The main results of this research provide evidence for the predictive ability of academic self-concept in emotional, behavioural, and cognitive engagement in school. Additionally, the data show that physical, social, and personal selfconcept may also help to explain the engagement of students in school. These results point out the need of deepen the contribution of non-academic self-concept to school adjustment during adolescence.