Early Adolescents’ Attitudes and Academic Achievementthe Mediating Role of Academic Self-Concept.

  1. Veas, Alejandro 1
  2. Castejón, Juan-Luis 1
  3. Miñano, Pablo 1
  4. Gilar-Corbí, Raquel 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2019

Volumen: 24

Número: 1

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2018.11.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Objetivos de desarrollo sostenible

Resumen

Con el fin de tener un mejor entendimiento de la relación existente entre las actitudes académicas y el rendimiento académico en la adolescencia inicial, se lleva a cabo el presente estudio teniendo en cuenta el autoconcepto académico como mediador relevante. Un total de 1400 estudiantes de la provincia de Alicante, España (47% mujeres, M= 12.5 años), participan en el estudio. Se emplean análisis de mediación multinivel con intervalos de confianza Monte Carlo para medir los efectos intrasujetos al nivel del estudiante (L1), e intersujetos al nivel de la clase (L1). Las actitudes académicas (actitudes hacia el profesorado y actitudes hacia la escuela) y el autoconcepto académico se miden mediante escalas validadas, mientras que el rendimiento académico se mida a partir de las calificaciones que obtienen los estudiantes en nueve asignaturas. Los resultados muestran, en primer lugar, efectos significativos de las actitudes académicas sobre la variable mediacional y la variable dependiente en los niveles intra e inter. Además, se aprecia un efecto indirecto significativo del autoconcepto como mediador de las actitudes académicas en ambos niveles de análisis. Estos resultados muestran la importancia del autoconcepto académico durante la adolescencia inicial, y señalan la necesidad de considerar las actitudes académicas como variables fundamentales en el desarrollo y puesto en práctica de modelos educativos.

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