RELACIÓN ENTRE LOS CONSTRUCTOS AUTOCONTROL Y AUTOCONCEPTO EN NIÑOS Y JÓVENES/ RELATION BETWEEN SELF-CONTROL AND SELF-CONCEPT IN CHILD AND YOUNG
ABSTRACT RESUMENEste estudio ha investigado las relaciones entre el autocontrol y el autoconcepto en 1213 niños, de ambos sexos, de 2ºa 8º grado de una escuela pública, con edades variando de 8 a 14 años. Han sido aplicadas las Escalas Feminina eMasculina de Autocontrole y la Escala de Autoconceito Infanto-Juvenil. Han sido observadas correlaciones positivas ysignificativas entre los autoconceptos personal y social y todas las medidas. En relación al autoconcepto escolar ha habidoasociación negativa con el autocontrol en los varones, mientras que en las niñas la relación se ha dado apenas con elautocontrol de los sentimientos y emociones. Además, han sido evidenciadas correlaciones negativas y significativas entreel autoconcepto familiar y el autocontrol que se refiere a las normas y conductas sociales y de forma general en los varones.En las niñas, esa asociación se ha observado con el autocontrol que se refiere a las normas y conductas sociales, comotambién con el autocontrol general.ABSTRACTThe relationships between the self-control and self-concept were studied among 8-to-14-years-old 1213 children of bothsexes, attending the second to eighth grade of a public school. The tests administered were the Escalas Feminina eMasculina de Autocontrole and the Escala de Autoconceito Infanto-Juvenil. The results showed positive and significantcorrelation coefficients among the social and personal self-concept and all the measures of the self-control, although theacademic self-concept referred to the males showed negative and significant correlations in relation to the self-control, andto the females the self-concept correlated significantly with the measures of the self-control related to the feelings andemotions. Besides negative and significant correlations were highlighted among the familial self-concept and the selfcontrolreferred to norms and social behavior and, in general, with the males. Among the females, this association wasobserved with the self-control respect to the norms and social behavior, as well as with the general self-control.
Full-textDOI: · Available from: Sebastián Urquijo, May 29, 2015
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ABSTRACT: a sØrie do Ensino fundamental. Os resultados evidenciaram que a dificuldade de aprendizagem na escrita estÆ significativamente relacionada com o autoconceito geral e com o escolar, verificando-se que conforme aumenta o nÌvel de dificuldade de aprendizagem na escrita diminui o autoconceito. Palavras-chave: Dificuldades de aprendizagem; autoconceito; escrita. Self-concept and Learning Disabilities of Writing Abstract The self-concept as the individualís perception of himself has been considered in the literature as a multidimensional construct and as one of the most influential emotional aspect in learning disabilities. So, the aim of this study was to verify if there were significant differences between the levels of learning disabilities related to writing and general, school, social, family and personal self-concepts. Two scales were used, the first assessing the level of learning disabilities of writing and the other assessing self- concept. The sample was composed by 277 9-10 years old students, of both genders, from the third grade of elementary school. The results showed that the learning disabilities of writing are significantly related with general self-concept and with school self-
Child Development 09/1981; 52(3). DOI:10.2307/1129101 · 4.72 Impact Factor
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ABSTRACT: Notes that explanations of human behavior have generally favored unidirectional causal models emphasizing either environmental or internal determinants of behavior. In social learning theory, causal processes are conceptualized in terms of reciprocal determinism. Viewed from this perspective, psychological functioning involves a continuous reciprocal interaction between behavioral, cognitive, and environmental influences. The major controversies between unidirectional and reciprocal models of human behavior center on the issue of self influences. A self system within the framework of social learning theory comprises cognitive structures and subfunctions for perceiving, evaluating, and regulating behavior, not a psychic agent that controls action. The influential role of the self system in reciprocal determinism is documented through a reciprocal analysis of self-regulatory processes. Reciprocal determinism is proposed as a basic analytic principle for analyzing psychosocial phenomena at the level of intrapersonal development, interpersonal transactions, and interactive functioning of organizational and social systems. (62 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)American Psychologist 03/1978; 33(4):344-358. DOI:10.1037/0003-066X.33.4.344 · 6.87 Impact Factor