Capacidad predictiva de la autoeficacia académica sobre las dimensiones del autoconcepto en una muestra de adolescentes chilenos

El objetivo de este estudio fue analizar la capacidad predictiva de la autoefi cacia académica sobre las dimensiones del autoconcepto en una muestra de 860 estudiantes chilenos. El análisis de regresión logística reveló que la autoefi cacia académica fue un predictor positivo y signifi cativo de las escalas académicas (Matemáticas, Verbal y Académica General), no académicas (Habilidades Físicas, Apariencia Física, Relaciones con el Sexo Opuesto, Relaciones con el Mismo Sexo, Relación con los Padres, Sinceridad- Veracidad), y de la escala de Autoestima, excepto de la escala de Estabilidad Emocional. Esta relación de predicción fue de mayor magnitud con las escalas académicas y autoestima.The aim of this study was to analyze the predictive power of academic self-effi cacy on academic self-concept dimensions in a sample of 860 Chilean students. Logistic regression analysis revealed that the academic self-effi cacy was a positive and signifi cant predictor of academic scales (Math, Verbal, and General Academic), not academic (Physical Abilities, Physical Appearance, Relationships with the Opposite Sex, Relationships with the Same Sex, Relationship with Parents, Sincerity-Veracity), and Self- Esteem scale, except for the Emotional Stability scale. The predictive value was stronger in the academic dimensions and self-esteem

Capacidad predictiva de la autoeficacia académica sobre las dimensiones del autoconcepto en una muestra de adolescentes chilenos

El objetivo de este estudio fue analizar la capacidad predictiva de la autoefi cacia académica sobre las dimensiones del autoconcepto en una muestra de 860 estudiantes chilenos. El análisis de regresión logística reveló que la autoefi cacia académica fue un predictor positivo y signifi cativo de las escalas académicas (Matemáticas, Verbal y Académica General), no académicas (Habilidades Físicas, Apariencia Física, Relaciones con el Sexo Opuesto, Relaciones con el Mismo Sexo, Relación con los Padres, Sinceridad- Veracidad), y de la escala de Autoestima, excepto de la escala de Estabilidad Emocional. Esta relación de predicción fue de mayor magnitud con las escalas académicas y autoestima.The aim of this study was to analyze the predictive power of academic self-effi cacy on academic self-concept dimensions in a sample of 860 Chilean students. Logistic regression analysis revealed that the academic self-effi cacy was a positive and signifi cant predictor of academic scales (Math, Verbal, and General Academic), not academic (Physical Abilities, Physical Appearance, Relationships with the Opposite Sex, Relationships with the Same Sex, Relationship with Parents, Sincerity-Veracity), and Self- Esteem scale, except for the Emotional Stability scale. The predictive value was stronger in the academic dimensions and self-esteem

Impact of Affective Profiles on School Refusal in a Spanish Sample of Primary Education

Although the study of affective profiles has generated great interest in recent years, no investigations were found that analyze their relationship with school refusal. The present study identified the affective profiles arising from combining positive affect (PA) and negative affect derived from the 10-item Positive and Negative Affect Schedule for Children (PANAS-C) and determined the existence of significant differences between the found affective profiles in school refusal measures obtained from the School Refusal Assessment Scale Revised for Children (SRAS-R-C) in a sample of 1575 Spanish students (aged 8–11 years). On the one hand, cluster analyses confirmed the four affective profiles: Self-Fulfilling Profile (high PA and low NA), High Affective Profile (moderately high PA and high NA), Low Affective Profile (low PA and NA) and Self-Destructive Profile (low PA and high NA). On the other hand, post hoc contrasts showed that students from the Self-Destructive Profile scored significantly higher in the first three factors and the total score of the SRAS-R-C in comparison with the rest of profiles. Conversely, the Self-Fulfilling Profile obtained significantly higher scores in the fourth factor of the SRAS-R-C in comparison with the Low Affective and Self-Destructive Profiles. Due to the fact that the first three factors of the SRAS-R-C have been related with the presence of anxious or depressive symptomatology, the results of this manuscript confirmed that the Self-Destructive Profile is the most maladaptive affective profile and it is important to control and reduce the negative emotional reactions expressed by students in school situations.This work was supported by the Ministry of Science and Innovation of Spain [EDU2012-35124]; the University of Alicante [UA FPU, 2015-5995] [GRE16-07]; and the Ministry of Education, Research and Sport of Valencia [VALi + d, ACIF-2014-368]