School engagement and multidimensional self-concept in a sample of Spanish secondary students

  • Estibaliz Ramos-Díaz Universidad del País Vasco (UPV-EHU)
  • Arantzazu Rodríguez-Fernández Universidad del País Vasco (UPV-EHU)
  • Iker Ros Universidad del País Vasco (UPV-EHU)
  • Iratxe Antonio-Agirre Universidad del País Vasco (UPV-EHU)
DOI: https://doi.org/10.5209/RCED.51600
Keywords: School engagement, multidimensional self-concept, secondary education, socio-personal development

Abstract

Nowadays the study of school engagement is a subject of great interest in the field of education for its decisive role in the positive development and academic success of students. This study had three main aims: firstly, to explore the possible differences of educational stage in the multidimensional self-concept and school engagement among students; secondly, to analyze the relationship of multidimensional self-concept and school engagement; and thirdly, to test multidimensional self-concept as predictor of school engagement. The sample comprised 1034 participants from 11 to 17 years old (M = 13.84; SD = 1.38), of whom 537(51.9%) were women and 497(48.1 %) men. The Multidimensional Self-Concept Questionnaire (AUDIM) of Fernández-Zabala, Goñi, Rodríguez-Fernández & Goñi (2015) and the School Engagement Measure (SEM) of Fredericks, Blumenfeld, Friedel & Paris (2005) were administered. The results confirmed that there was a lower level in scores of multidimensional self-concept (physical, general and academic) and school engagement in the second cycle of secondary education than in the first one. There were significant correlations between the majority of dimensions of self-concept and school engagement with medium-high effect size. Academic self-concept was identified as the most important predictor variable of school engagement.

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Author Biographies

Estibaliz Ramos-Díaz, Universidad del País Vasco (UPV-EHU)

Doctora en Psicología y profesora del Departamento de Psicología Evolutiva y de la Educación de la Universidad del País Vasco (Escuela Universitaria de Magisterio de Bilbao). Su actividad investigadora se enfoca en el ajuste personal y escolar asociado con diversas variables psicológicas y aspectos contextuales.

Arantzazu Rodríguez-Fernández, Universidad del País Vasco (UPV-EHU)

Doctora en Psicología, con premio extraordinario obtenido por su tesis doctoral, y profesora del Departamento de Psicología Evolutiva y de la Educación de la Universidad del País Vasco (Escuela Universitaria de Magisterio de Vitoria-Gasteiz). Su línea de investigación principal se ocupa de la multidimensionalidad y jerarquía del autoconcepto así como de su relación con variables del ajuste personal y escolar.

Iker Ros, Universidad del País Vasco (UPV-EHU)

Doctor en Psicopedagogía y Profesor en el Departamento de Didáctica de la Expresión Musical, Plástica y Corporal de la Universidad del País Vasco (Escuela Universitaria de Magisterio de Vitoria-Gasteiz). Sus líneas de investigación se centran en el desarrollo organizacional y su relación con la implicación escolar y el ajuste personal y escolar, el uso de las metodologías activas en enseñanza universitaria como el aprendizaje basado en proyectos y las plataformas de enseñanza.

Iratxe Antonio-Agirre, Universidad del País Vasco (UPV-EHU)

Diplomada en Educación Primaria, Graduada en Educación Infantil e investigadora predoctoral en el Departamento de Psicología Evolutiva y de la Educación de la Universidad del País Vasco (Escuela Universitaria de Magisterio de Vitoria-Gasteiz) donde desarrolla su labor investigadora de la influencia de factores personales y contextuales en el ajuste personal y escolar en la adolescencia gracias a una ayuda para la Formación de Personal Universitario del Ministerio de Educación, Cultura y Deporte.

 

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Published
2017-01-26
How to Cite
Ramos-Díaz E., Rodríguez-Fernández A., Ros I. y Antonio-Agirre I. (2017). School engagement and multidimensional self-concept in a sample of Spanish secondary students. Revista Complutense de Educación, 28(4), 1103-1118. https://doi.org/10.5209/RCED.51600
Issue
Vol. 28 No. 4 (2017)
Section
Articles

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