scholarly journals Validação do questionário Autoconceito Forma 5 numa amostra de crianças e adolescentes portugueses

2016 ◽  
Vol 1 (1) ◽  
pp. 67
Author(s):  
Vítor Alexandre Coelho ◽  
Vanda Sousa ◽  
Marta Marchante ◽  
Ana Maria Romão
Keyword(s):  
Gender Differences ◽  
Children And Adolescents ◽  
Internal Consistency ◽  
School Context ◽  
Factorial Analysis ◽  
Self Concept ◽  
Social Self ◽  
Older Students ◽  
Developmental Effects ◽  
Portuguese Adolescents

 Resumo O objetivo deste estudo foi a confirmação da validade multidimensional do questionário AF-5 com adolescentes portugueses. A amostra é composta por 1619 alunos do 1º ao 3º ciclo (Midade= 11.43; DP = 1.96) e através da análise fatorial confirmatória replicou-se a estrutura encontrada na literatura, sendo o questionário constituído por 28 itens distribuídos por 5 subescalas: Autoconceito Académico, Autoconceito Emocional, Autoconceito Físico, Autoconceito Social e Autoconceito  Familiar. Todas as subescalas apresentam níveis adequados de consistência interna. Relativamente ao género, as raparigas apresentaram resultados superiores no Autoconceito Académico enquanto os rapazes apresentaram resultados superiores no Autoconceito Emocional e Físico. Também foram observados efeitos desenvolvimentistas: com o aumento da escolaridade, o Autoconceito Académico e Físico apresentam níveis mais baixos, enquanto no Autoconceito Emocional os alunos de um nível escolar mais baixos se distinguem dos do nível mais alto. Pode ser concluído que o instrumento se mostra adequado para a avaliação multidimensional junto de crianças e adolescentes em contexto escolar em Portugal.   Palavras-chave: Autoconceito; Análise fatorial confirmatória; Diferenças de género   Abstract The goal of this study was to confirm the multidimensional validity of the Auto-Concepto-Forma 5(AF-5) questionnaire among a sample of Portuguese adolescents. The sample was composed by 1619 4th to 9th graders (Mage= 11.43; SD = 1.96) and the structure found in the literature was replicated through confirmatory factorial analysis, with the questionnaire being composed by 28 items distributed by 5 subscales: Academic Self-concept, Social Self-concept, Emotional Self-concept, Physical Self-concept and Family Self-concept. All subscales present adequate levels of internal consistency. Concerning gender, girls presented higher levels of Academic Self-Concept while boys presented higher levels of Emotional and Physical Self-concept. Developmental effects were also observed: with the increase of school grades there is a decrease in Academic and Physical Self-concept, while in Emotional Self-concept younger students can be distinguished from older students. It may be concluded that the instrument has shown to be adequate for the multidimensional assessment of children and adolescents in the school context in Portugal.   Keywords: Self-concept; Confirmatory factorial analysis; Gender differences 

scholarly journals DIFERENCIAS DE GÉNERO EN PERSONALIDAD EFICAZ EN SEGUNDO Y TERCER CICLO DE EDUCACION PRIMARIA

2016 ◽  
Vol 5 (1) ◽  
pp. 101
Author(s):  
Juan Pablo Pizarro Ruiz ◽  
Patricia Guerra Mora ◽  
Teresa Bermúdez Rey
Keyword(s):  
Social Support ◽  
Gender Differences ◽  
Intrinsic Motivation ◽  
Primary Education ◽  
The Self ◽  
Self Concept ◽  
Social Self ◽  
Education Students ◽  
Apoyo Social ◽  
Educación Primaria

Abstract.GENDER DIFFERENCES IN EFFECTIVE PERSONALITY IN SECOND AND THIRD CYCLE OF PRIMARY EDUCATIONIn this communication, gender differences in personality Effective in Primary Education students (8 to 13 years) are studied. The sample consists of 412 students, out of whom 216 were girls (52.4%) and 196 were boys (47.6%). For the evaluation we used Effective Personality Primary 8-12/Extended Questionnaire (CPE-P/8-12/extended), which was elaborated by Pizarro Ruiz, Martín del Buey Palace. Four areas are evaluated within it: Strengths of Self (social self-concept and physical self-concept) Demands of the Self (effective attributions, punishment avoiding, optimistic behaviour expectatives, optimistic performance expectatives, effort attributions, intrinsic motivation), Challenges to the Self (social support searching, positive facing), Relations of the Self (own rights defense, assertiveness). The results show that only statistically significant differences were found in the area of Demands of Self. The girls’ average is higher than the boys’ average. Furthermore, in dimensions level, it has been found that only significant gender differences exist in: effective attributions, optimistic behaviour expectatives, effort attributions and intrinsic motivation. Girls have higher average in effective attributions, optimistic behaviour expectatives, effort attributions and intrinsic motivation than the boys.Keywords Effective Personality, Primary Education, GenderResumen.En esta comunicación se estudia las diferencias de género en la Personalidad Eficaz en alumnado de Educación Primaria (de 8 a 13 años). La muestra está formada por 412 estudiantes, de los cuales 216 son niñas (52,4%) y 196 son niños (47,6%). Para realizar la evaluación se empleó el Cuestionario Personalidad Eficaz-Primaria 8-12/Ampliado (CPE-P/8-12/ampliado), elaborado por Pizarro Ruiz, Martín Palacio y Martín del Buey, en el que se evalúan cuatro esferas: Fortalezas del Yo (autoconcepto social y autoconcepto académico), Demandas del Yo (atribuciones eficaces, evitación del castigo, expectativas optimistas de conducta, expectativas optimistas de rendimiento, atribuciones de esfuerzo, motivación intrínseca), Retos del Yo (búsqueda de apoyo social, afrontamiento positivo) y Relaciones del Yo (defensa de derechos propios y asertividad). Los resultados muestran que únicamente se encuentran diferencias estadísticamente significativas en la esfera Demandas del Yo, siendo la media de las niñas superior al del grupo de los niños. Por otro lado, a nivel de dimensiones, se ha encontrado que sólo se dan diferencias significativas por género en: Atribuciones Eficaces, Expectativas Optimistas de Conducta, Atribuciones De Esfuerzo y Motivación Intrínseca. Las niñas tienen una media superior en atribuciones eficaces, expectativas optimistas de conducta, atribuciones al esfuerzo y en motivación intrínseca.Palabras Clave. Personalidad Eficaz, Educación Primaria, Género

scholarly journals The Prediction of social self-concept through parenting styles as perceived by students of second basic education in the Sultanate of Oman

2019 ◽  
pp. 234-261
Keyword(s):  
Gender Differences ◽  
School Districts ◽  
Parenting Styles ◽  
Basic Education ◽  
Self Concept ◽  
Social Self ◽  
Regression Analyses ◽  
Sultanate Of Oman ◽  
Sex Effect ◽  
The Social

This study aimed to predict social self-concept through parenting styles as perceived by students in grades (6-10) of the basic education in the Sultanate of Oman. The sample included 509 students randomly selected from different school districts. The participants responded to the social selfconcept questionnaire and the parenting authority questionnaire. The results indicated that the sample had high levels of social self-concept and parenting styles, except for the permissive style of father and mother. The authoritative style emerged as the most recognizable style among the students. Statistically significant gender differences were found in the level of the social selfconcept in favor of females, and in the parenting styles in favor of males. In addition, there were no statistically significant differences in both variables based on students’ school grades. Multiple Regression analyses revealed that the social self-concept could be significantly predicted by two parenting styles (father authoritative style, mother authoritative style) after controlling for sex effect.

scholarly journals Do Gender Differences in Academic Attainment Correspond with Scholastic Attitudes? An Exploratory Study in a U.K Secondary School

2020 ◽  
Author(s):  
Charlotte Rebecca Pennington ◽  
Linda Katherine Kaye ◽  
Adam Qureshi ◽  
Derek Heim
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Self Efficacy ◽  
Self Esteem ◽  
Self Concept ◽  
Social Self ◽  
Self Perceptions ◽  
Competence Beliefs ◽  
Second Year ◽  
Gender Achievement

Research has examined how standardized tests give rise to gender differences in English and STEM attainment, but little research has explored gender differences in classroom-based attainment and the degree to which these correspond to differences in school-related attitudes. To explore the extent to which gender-achievement gaps in classroom-based performance parallel differences in self-perceptions and scholastic attitudes. An independent sample of first (n = 187, age 11–12, Study 1) and second-year students (n = 113, age 12–13, Study 2) from a UK comprehensive secondary school completed a questionnaire measuring academic mindset, self-efficacy, self-concept, competence beliefs, personal and social self-esteem, and endorsement of gender-subject and career stereotypes. Responses were then matched to their respective classroom grades in English, mathematics, science, and computing. Girls outperformed boys in English in their first year but reported lower global self-esteem and greater endorsement of science-career stereotypes. Conversely, girls outperformed boys in mathematics in their second year, but paradoxically reported lower self-concept and competence beliefs in mathematics and science, and higher competence beliefs in English. Across both studies, mindset, self-efficacy, competence beliefs, and social self-esteem were positively related to English attainment; academic self-efficacy was positively related to mathematics attainment; and mindset, self-efficacy, self-concept, and competence beliefs were positively related to science attainment. Gender-achievement gaps in classroom-based academic attainment are complex and highly nuanced; they appear to vary between school subjects across years and may not correspond with similar differences in self-perceptions and scholastic attitudes.

The Coping Scales From the German Stress and Coping Questionnaire for Children and Adolescents

2020 ◽  
Vol 36 (4) ◽  
pp. 545-553 ◽  
Author(s):  
Heike Eschenbeck ◽  
Uwe Heim-Dreger ◽  
Denise Kerkhoff ◽  
Carl-Walter Kohlmann ◽  
Arnold Lohaus ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Children And Adolescents ◽  
Internal Consistency ◽  
Stress And Coping ◽  
Self Report ◽  
Partial Metric ◽  
Confirmatory Factor Analyses ◽  
Language Version ◽  
English Speaking ◽  
And Coping

Abstract. The coping scales from the Stress and Coping Questionnaire for Children and Adolescents (SSKJ 3–8; Lohaus, Eschenbeck, Kohlmann, & Klein-Heßling, 2018 ) are subscales of a theoretically based and empirically validated self-report instrument for assessing, originally in the German language, the five strategies of seeking social support, problem solving, avoidant coping, palliative emotion regulation, and anger-related emotion regulation. The present study examined factorial structure, measurement invariance, and internal consistency across five different language versions: English, French, Russian, Spanish, and Ukrainian. The original German version was compared to each language version separately. Participants were 5,271 children and adolescents recruited from primary and secondary schools from Germany ( n = 3,177), France ( n = 329), Russia ( n = 378), the Dominican Republic ( n = 243), Ukraine ( n = 437), and several English-speaking countries such as Australia, Great Britain, Ireland, and the USA (English-speaking sample: n = 707). For the five different language versions of the SSKJ 3–8 coping questionnaire, confirmatory factor analyses showed configural as well as metric and partial scalar invariance (French) or partial metric invariance (English, Russian, Spanish, Ukrainian). Internal consistency coefficients of the coping scales were also acceptable to good. Significance of the results was discussed with special emphasis on cross-cultural research on individual differences in coping.

Concussion in sports in children and adolescents – to play or not to play?

2017 ◽  
Vol 65 (3) ◽  
Keyword(s):  
Gender Differences ◽  
Children And Adolescents ◽  
Return To Sport ◽  
Consensus Conference ◽  
Return To School ◽  
The Novel ◽  
International Consensus ◽  
Persistent Symptoms ◽  
New Findings

A lot has been published on the topic concussion in sports during the last years, conscience was sharpened, much was structured and defined more precisely, help tools were developed and rules changed. This article summarizes the fifth edition of the recently published guidelines of the “International Consensus Conference on Concussion in Sport”. In addition, new findings regarding gender differences and recovery will be presented, as well as the modified “return-to-sport” and the novel “return-to-school” protocols. Despite increased knowledge many questions remain such as the therapy of persistent symptoms or long-term sequelae of recurrent concussions.

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