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Publication
A complexidade do self e a sua relação com o autoconceito académico, auto-estima e rendimento académico
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Abstract(s)
O modelo da complexidade do self sugere que a forma como um sujeito organiza cognitivamente o seu autoconceito, pode ajudá-lo a enfrentar condições adversas. No entanto, poderá a complexidade do self estar relacionada com o percurso escolar de um adolescente? Neste estudo, tentamos perceber a relação da complexidade do self com a auto-estima, com o autoconceito e com o autoconceito académico. Pretendemos igualmente estudar a relação da complexidade do self com o desenvolvimento do adolescente, e também, a relação do rendimento académico do adolescente com a auto-estima e com a complexidade do self total. Participaram 230 alunos do 7º, 8º e 9º ano de uma escola pública do distrito do Porto, dos quais 42 já tinham reprovado pelo menos uma vez. Os valores de complexidade do self total variaram entre o 0 e o 2.18, tendo sido mencionados uma média de 6 aspectos do self por aluno. Os resultados mostraram que a complexidade do self apenas se demonstrou associada ao autoconceito académico. Por outro lado, os alunos do 9º ano demonstraram possuir uma complexidade do self mais desenvolvida que os do 7º ano. Relativamente ao rendimento académico, não foram detectadas diferenças de auto-estima nem de complexidade do self total entre alunos com e sem reprovações.
Abstract: V Abstract The self-complexity model suggests that the way a person cognitively organize their self-concept, help her to deal with adverse conditions. However, can self-complexity be related to the educational background of an adolescent? In this study, we tried to understand the relation of self-complexity with self-esteem, with self-concept and with academic self-concept. We also want to study the self-complexity during de adolescent development, and the relation of academic achievement with self-esteem and total self-complexity. The participants were 230 students in the 7th, 8th and 9th grades of a public school in the district of Porto, in which 42 had retaken at least once. The total self-complexity scores varied between 0 and 2.18 and was referred to an average of 6 self-aspects per pupil. The results showed that only academic self-concept was associated with self-complexity. On the other hand, 9th students had demonstrated a more developed self-complexity than the 7th students. With regard to academic achievement, there were no differences in self-esteem or total self-complexity between students with reproach or not.
Abstract: V Abstract The self-complexity model suggests that the way a person cognitively organize their self-concept, help her to deal with adverse conditions. However, can self-complexity be related to the educational background of an adolescent? In this study, we tried to understand the relation of self-complexity with self-esteem, with self-concept and with academic self-concept. We also want to study the self-complexity during de adolescent development, and the relation of academic achievement with self-esteem and total self-complexity. The participants were 230 students in the 7th, 8th and 9th grades of a public school in the district of Porto, in which 42 had retaken at least once. The total self-complexity scores varied between 0 and 2.18 and was referred to an average of 6 self-aspects per pupil. The results showed that only academic self-concept was associated with self-complexity. On the other hand, 9th students had demonstrated a more developed self-complexity than the 7th students. With regard to academic achievement, there were no differences in self-esteem or total self-complexity between students with reproach or not.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Complexidade do self Autoconceito Auto-estima Rendimento académico Adolescência Self-complexity Self-concept Self-esteem Academic achievement Adolescence