ESCALA AUTOCONCEPTO PIERS HARRIS PDF
Adaptación, validación y normalización de la escala de autoconcepto de Piers- Harris para los/as niños/as puertorriqueño/as entre las edades de ocho a once. Escala de Autoconcepto Piers Harris · Escala de Autoconcepto de Tennessee ( Perfil) Descripción: Test de Autoestima Piers Harris y Tae Clases (1). Cardenal, V., & Fierro, A. (). Componentes y correlatos del autoconcepto en la escala de Piers-Harris. Estudios de Psicologia, 24,
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Journal of Prsonality and Social Psychology, 70, Escala de Tennessee de Autoconcepto. Participants were selected using a stratified incidental sampling technique, with different levels and groups being chosen jarris in each college.
These results support the idea that one’s perception of oneself as a socially competent being and one’s perception of oneself as a socially accepted being are so closely related that, in reality, they form a single component, which we propose to call social competencesince this is the more widely used term in psychology.
For decades, attention remained mainly focused on academic self-concept, or precisely, global self-concept in relation to academic achievement.
El resultado puede ser positivo o negativo, indicando de este modo debilidades o fortalezas. It is not enough just to perceive oneself as socially esxala in order to ensure adequate adaptation to the social milieu in which one is immersed since birth, one must also understand and respect the structure of society.
Escala de Autoconcepto de Piers y Harris – PDF Free Download
Cuestionario de autoconcepto social: Journal of Educational Psychology, 76, Confirmatory factor analysis Table 4 below shows the results of the confirmatory factor analysis, which was verified for each of the proposed models. Review of Educational Autoconceptp, 46 3 One of the principal postulates of this model is that, although global self-concept itself is resistant to change, its specific dimensions can be modified, and autcooncepto require specific psychological intervention.
And finally, the third model M3 was identical to the second one, with the only exception being that the two factors were correlated.
The configuration matrix resulting from the exploratory factor analysis is presented in Table 3. American Educational Research Journal, 22, Your consent to our cookies if you continue to use this website.
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Journal of Psichoeducational Assessment, 29, Indeed, it is precisely intervention expectations in both the field of physical education and the clinical context which have, from the nineteen-nineties onwards, driven research into physical self-concept. Discussion Although interest in social self-concept is by no means a recent development, there is a distinct lack of studies attempting to demarcate its internal structure, or in other words, to elucidate the number and nature of the principal dimensions that account for said structure in a satisfactory manner.
Autoconcepto social; desarrollo social; instrumento de medida; fiabilidad; estructura factorial.
Journal of Educational Measurement, 21, School and personal adjustment in adolescence: An exploratory factor analysis was therefore conducted on one half of the sample group using the iterated principal axis factoring approach with oblimin rotation. A revised thai multidimensional scale of perceived social support.
Self-concept in artistic domains: The results obtained though confirmatory factor analyses support the hypothesis of a structure made up of two correlated factors. The results clearly harrris a consistent two-factor structure that is supported by the theoretical approach and which explains The construct validity for multidimensional self concept ratings by late adolescents.
La estructura del Cuestionario de Autoconcepto Social (AUSO)
Child Development, 53 1 Estilos de Apego y Autoconcepto. International Journal of Clinical and Health Psychology, 5, El autoconcepto social en la adolescencia y juventud: The results fail to completely answer all the questions raised regarding the multidimensional and hierarchical composition and structure of self-concept.
Although interest in social self-concept is by no means a recent development, there is a distinct lack of studies attempting to demarcate its internal structure, or in other words, to elucidate the number and nature of the principal dimensions that account for said structure in a satisfactory manner.
Identifying these types of connections is extremely valuable, since it reveals new perspectives from which to approach educational interventions designed to help individuals achieve better personal adjustment. On the structure of social selfconcept for pre- early and late adolescents: A test of the Shavelson et al.