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Castillo, M., (2018). Autoconcepto y autoeficacia académica en estudiantes de educación secundaria al oeste de Lima [Tesis, Universidad Femenina del Sagrado Corazón]. http://hdl.handle.net/20.500.11955/441
Castillo, M., Autoconcepto y autoeficacia académica en estudiantes de educación secundaria al oeste de Lima [Tesis]. PE: Universidad Femenina del Sagrado Corazón; 2018. http://hdl.handle.net/20.500.11955/441
@misc{renati/974350,
title = "Autoconcepto y autoeficacia académica en estudiantes de educación secundaria al oeste de Lima",
author = "Castillo Salvatierra, Maryori Alison",
publisher = "Universidad Femenina del Sagrado Corazón",
year = "2018"
}
Title: Autoconcepto y autoeficacia académica en estudiantes de educación secundaria al oeste de Lima
Authors(s): Castillo Salvatierra, Maryori Alison
Advisor(s): Robles Mori, Herbert
OCDE field: https://purl.org/pe-repo/ocde/ford#5.01.01
Issue Date: 2018
Institution: Universidad Femenina del Sagrado Corazón
Abstract: El objetivo principal de la presente investigación es saber si existe relación entre la autoeficacia académica y el autoconcepto general, y sus respectivas dimensiones, siendo estos: el autoconcepto escolar, autoconcepto familiar, autoconcepto corporal, autoconcepto social y autoconcepto emocional, en los estudiantes de cuarto y quinto de secundaria de un colegio estatal al oeste de Lima, Perú. La muestra fue conformada por 94 estudiantes de ambos sexos que oscilaban entre los 15 y 17 años. La investigación fue de tipo no experimental de corte transversal con un diseño descriptivo-correlacional, utilizando dos escalas, la primera mide las dimensiones del autoconcepto, así como el autoconcepto en general y la segunda escala mide la autoeficacia académica. El resultado obtenido confirmó la hipótesis general, demostrando la existencia de una correlación altamente significativa (.391**) entre ambas variables, más no entre todas las dimensiones del autoconcepto con la segunda variable, resultando que en la muestra seleccionada el autoconcepto social y emocional no se relaciona con la autoeficacia académica.
The main objective of this research is to know if there is a relationship between academic self-efficacy and general self-concept, and their respective dimensions, such as: school self-concept, family self-concept, bodily self-concept, social self-concept and emotional self-concept, in fourth-graders and fifth year of high school from a state school west of Lima, Peru. The sample consisted of 94 students of both sexes who ranged between 15 and 17 years. The research was non-experimental cross-sectional type with a descriptive-correlational design, using two scales, the first measures the self-concept dimensions, as well as the self-concept in general and the second scale measures the academic self-efficacy. The obtained result confirmed the general hypothesis, demonstrating the existence of a highly significant correlation (.391 **) between both variables, but not between all the self-concept dimensions with the second variable, resulting in the selected social and emotional self-concept it is not related to academic self-efficacy.
The main objective of this research is to know if there is a relationship between academic self-efficacy and general self-concept, and their respective dimensions, such as: school self-concept, family self-concept, bodily self-concept, social self-concept and emotional self-concept, in fourth-graders and fifth year of high school from a state school west of Lima, Peru. The sample consisted of 94 students of both sexes who ranged between 15 and 17 years. The research was non-experimental cross-sectional type with a descriptive-correlational design, using two scales, the first measures the self-concept dimensions, as well as the self-concept in general and the second scale measures the academic self-efficacy. The obtained result confirmed the general hypothesis, demonstrating the existence of a highly significant correlation (.391 **) between both variables, but not between all the self-concept dimensions with the second variable, resulting in the selected social and emotional self-concept it is not related to academic self-efficacy.
Link to repository: http://hdl.handle.net/20.500.11955/441
Discipline: Psicología
Grade or title grantor: Universidad Femenina del Sagrado Corazón. Facultad de Psicología y Humanidades
Grade or title: Licenciada en Psicología
Juror: Robles Mori, Herbert; Alarcón Alarcón, Rosario Guadalupe; Chan Bazalar, Luis Alberto
Register date: 28-Jun-2018
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