Building an Academic Self Concept for Adolescents (ASCA)

Academic self-concept is the perception that a student has about his/her own academic abilities, constitutes one of the most relevant variables in the academic world, because of its influence on learning and cognitive functioning. Self-concept is a general assessment; nevertheless the current measur...

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Autores: Ordaz Villegas, Gabriela, Acle Tomasini, Guadalupe, Reyes Lagunes, Isabel
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2013
País:México
Institución:UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO
Repositorio:Journal of Behavior, Health & Social Issues
Idioma:inglés
OAI Identifier:oai:ojs.pkp.sfu.ca:article/42304
Acceso en línea:https://www.revistas.unam.mx/index.php/jbhsi/article/view/42304
Access Level:acceso abierto
Palabra clave:Academic self-concept
Self-regulation
Motivation
Creativity
School Achievement.
Autoconcepto académico
Autorregulación
Motivación
Creatividad
Logro académico.
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spelling Building an Academic Self Concept for Adolescents (ASCA)Construcción de una escala de autoconcepto académico para adolescentes (AAPA)Ordaz Villegas, GabrielaAcle Tomasini, GuadalupeReyes Lagunes, IsabelAcademic self-conceptSelf-regulationMotivationCreativitySchool Achievement.Autoconcepto académicoAutorregulaciónMotivaciónCreatividadLogro académico.Academic self-concept is the perception that a student has about his/her own academic abilities, constitutes one of the most relevant variables in the academic world, because of its influence on learning and cognitive functioning. Self-concept is a general assessment; nevertheless the current measurement instruments used for this construct are specific rather than general. Thus the purpose of this study was to construct and validate an academic self-concept scale with global dimensions, focused on teenager students. In its first stage, an open questions survey was designed to be applied with the intent of knowing the academic activities inside and outside the school. Afterwards, a closed questions survey was applied to a sampling consisting of 347 students ranging 14 to 18 years old from a public high school, east of México City. After obtaining the internal consistency and the items differentiation, a factorial analysis with orthogonal rotation was developed. The results grouped 16 items in 4 factors: self-regulation, general intellectual abilities, motivation and creativity. The scale shows 44.72% of a varying with a global Cronbach Alpha of .828. The present study contributes with an innovative scale with appropriate psychometric features, which globally assesses the academic self-concept.El autoconcepto académico es la percepción que un estudiante tiene sobre sus habilidades académicas, constituye una de las variables más relevantes dentro del escenario escolar, pues incide significativamente en el funcionamiento cognoscitivo y en el aprendizaje. El autoconcepto es una valoración global, no obstante, los instrumentos actuales que evalúan este constructo no cumplen con dicha característica, miden dimensiones específicas. De aquí que el propósito del presente estudio fue construir y validar una escala de autoconcepto académico con dimensiones globales para estudiantes adolescentes. En un primer momento se desarrolló un cuestionario de preguntas abiertas con la finalidad de conocer las actividades académicas dentro y fuera de la escuela. Posteriormente se elaboró un cuestionario cerrado. Éste último se aplicó a una muestra de 347 estudiantes de entre 14 y 18 años de edad, de un bachillerato público del oriente de la Ciudad de México. Después de obtener la consistencia interna y la discriminación de reactivos, se realizó un análisis factorial con rotación ortogonal. Los resultados agruparon 16 reactivos en 4 factores: autorregulación, aptitudes intelectuales generales, motivación y creatividad. La escala explica el 44.72% de la varianza, con un alpha de Cronbach global de .828. El presente trabajo aporta una escala renovadora con propiedades psicométricas adecuadas, que evalúa de forma global el autoconcepto académico.Universidad de Guadalajara y Universidad Nacional Autónoma de México2013-11-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.unam.mx/index.php/jbhsi/article/view/4230410.22201/fesi.20070780.2013.5.2.42304Journal of Behavior, Health & Social Issues; Vol. 5 No. 2 (2013): Nov-2013 Abr-2014; 117-130Journal of Behavior, Health & Social Issues; Vol. 5 Núm. 2 (2013): Nov-2013 Abr-2014; 117-1302007-077210.22201/fesi.20070780.2013.5.2reponame:Journal of Behavior, Health & Social Issuesinstname:UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICOinstacron:UNAMenghttps://www.revistas.unam.mx/index.php/jbhsi/article/view/42304/pdfinfo:eu-repo/semantics/openAccessoai:ojs.pkp.sfu.ca:article/423042024-08-16T17:54:56Z
dc.title.none.fl_str_mv Building an Academic Self Concept for Adolescents (ASCA)
Construcción de una escala de autoconcepto académico para adolescentes (AAPA)
title Building an Academic Self Concept for Adolescents (ASCA)
spellingShingle Building an Academic Self Concept for Adolescents (ASCA)
Ordaz Villegas, Gabriela
Academic self-concept
Self-regulation
Motivation
Creativity
School Achievement.
Autoconcepto académico
Autorregulación
Motivación
Creatividad
Logro académico.
title_short Building an Academic Self Concept for Adolescents (ASCA)
title_full Building an Academic Self Concept for Adolescents (ASCA)
title_fullStr Building an Academic Self Concept for Adolescents (ASCA)
title_full_unstemmed Building an Academic Self Concept for Adolescents (ASCA)
title_sort Building an Academic Self Concept for Adolescents (ASCA)
dc.creator.none.fl_str_mv Ordaz Villegas, Gabriela
Acle Tomasini, Guadalupe
Reyes Lagunes, Isabel
author Ordaz Villegas, Gabriela
author_facet Ordaz Villegas, Gabriela
Acle Tomasini, Guadalupe
Reyes Lagunes, Isabel
author_role author
author2 Acle Tomasini, Guadalupe
Reyes Lagunes, Isabel
author2_role author
author
dc.subject.none.fl_str_mv Academic self-concept
Self-regulation
Motivation
Creativity
School Achievement.
Autoconcepto académico
Autorregulación
Motivación
Creatividad
Logro académico.
topic Academic self-concept
Self-regulation
Motivation
Creativity
School Achievement.
Autoconcepto académico
Autorregulación
Motivación
Creatividad
Logro académico.
description Academic self-concept is the perception that a student has about his/her own academic abilities, constitutes one of the most relevant variables in the academic world, because of its influence on learning and cognitive functioning. Self-concept is a general assessment; nevertheless the current measurement instruments used for this construct are specific rather than general. Thus the purpose of this study was to construct and validate an academic self-concept scale with global dimensions, focused on teenager students. In its first stage, an open questions survey was designed to be applied with the intent of knowing the academic activities inside and outside the school. Afterwards, a closed questions survey was applied to a sampling consisting of 347 students ranging 14 to 18 years old from a public high school, east of México City. After obtaining the internal consistency and the items differentiation, a factorial analysis with orthogonal rotation was developed. The results grouped 16 items in 4 factors: self-regulation, general intellectual abilities, motivation and creativity. The scale shows 44.72% of a varying with a global Cronbach Alpha of .828. The present study contributes with an innovative scale with appropriate psychometric features, which globally assesses the academic self-concept.
publishDate 2013
dc.date.none.fl_str_mv 2013-11-03
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://www.revistas.unam.mx/index.php/jbhsi/article/view/42304
10.22201/fesi.20070780.2013.5.2.42304
url https://www.revistas.unam.mx/index.php/jbhsi/article/view/42304
identifier_str_mv 10.22201/fesi.20070780.2013.5.2.42304
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://www.revistas.unam.mx/index.php/jbhsi/article/view/42304/pdf
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Guadalajara y Universidad Nacional Autónoma de México
publisher.none.fl_str_mv Universidad de Guadalajara y Universidad Nacional Autónoma de México
dc.source.none.fl_str_mv Journal of Behavior, Health & Social Issues; Vol. 5 No. 2 (2013): Nov-2013 Abr-2014; 117-130
Journal of Behavior, Health & Social Issues; Vol. 5 Núm. 2 (2013): Nov-2013 Abr-2014; 117-130
2007-0772
10.22201/fesi.20070780.2013.5.2
reponame:Journal of Behavior, Health & Social Issues
instname:UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO
instacron:UNAM
instname_str UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO
instacron_str UNAM
institution UNAM
reponame_str Journal of Behavior, Health & Social Issues
collection Journal of Behavior, Health & Social Issues
repository.name.fl_str_mv
repository.mail.fl_str_mv
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