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,
|Published (Last):||24 March 2013|
|PDF File Size:||10.67 Mb|
|ePub File Size:||7.61 Mb|
|Price:||Free* [*Free Regsitration Required]|
We share information about your activities on the site with our partners and Google partners: In short, this study fulfils the aim of providing an adequate psychometric measurement instrument of two different dimensions of social self-concept, which supports the widely-accepted multidimensional view of self-concept.
Annual Review of Psychology, 47, Cut-off criteria for fit indices in covariance structure analysis: It is not enough just to perceive oneself as socially competent; 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.
Cuestionario de autoconcepto social: Having a precise idea of the different components that make up these constructs opens up new avenues of research for psychological understanding and intervention.
The results fail to completely answer all the questions raised regarding the multidimensional and hierarchical composition and structure of self-concept.
Psicothema, 23 1 International Journal of Clinical and Health Psychology, 11 3 Journal of Educational Psychology, 76 5 Confirmatory factor analysis Table 4 below shows the autoconceppto of the confirmatory factor analysis, which was verified for each of the proposed models. Primary Self-concept Inventory Test Manual. Psychometric properties and justification Unpublished dissertation.
Escala de Autoconcepto de Piers y Harris
However, it also raises a number of unanswered questions. Home autoconceptl self-concept and academic achievement: University of Malaga, Spain. This approach is reflected in the unidimensional Social Self-concept Scale developed by Silva and Martinez The Perceived Competence Scale for Children. For decades, attention remained mainly focused on academic self-concept, or precisely, global self-concept in relation to academic achievement.
La prueba proporciona perfiles que ilustran esta tendencia.
Table 4 below shows the results of the confirmatory factor analysis, which was verified for each of ahtoconcepto proposed models. It is a fast screening method for adolescents and young adults that offers good psychometric characteristics that justify its use and application in both applied practice and research.
Journal of Personality Assessment, 52 3 Journal of Educational Pychology, 87 1 Participants were students aged between 17 and Subescala Estatus Intelectual y Escolar: The construct validity for multidimensional self concept ratings by late adolescents. Towards an Integration of the concept “burnout” and its explanatory models.
This coincides with the theoretical assumptions of Marsh and Shavelson’s modelaccording to which global self-concept is made up of various aitoconcepto academic, personal, social and physicaleach of which is divided into a series of sub-domains, facets or more specific dimensions.
And finally, the third model Hqrris was identical to the second one, with the only exception being that the two factors were correlated. Manual for the Self-Perception Profile uarris Children.
Based on the above, one can conclude that a comprehensive proposal regarding the internal structure of social self-concept should include the following three dimensions: Los dominios social y personal del autoconcepto The social and personal domains of self-concept.
A total of students from the University of the Basque Country Teacher Training Colleges participated in the study. This opens up a number of new avenues for research, just as this hareis of social self-concept raises the need to study the relationships which exist between each of the dimensions and other psychological variables, such as social skills, social support and even social status.
Autoconcepto Forma 5 AF5: 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 hharris a satisfactory manner.
Revision of piets Perceived Competence Scale for Children.
Escala de Autoconcepto de Piers y Harris – PDF Free Download
The multidimensional Self Concept Scale. The questionnaire was administered by the authors during hargis hours in the classroom, after obtaining the corresponding consent of the management teams at the various teacher training colleges participating in the study. Escala de Resiliencia de Wagnild y Young.
This study aims to analyze the factorial structure of the newly-created Cuestionario de Autoconcepto Social – AUSO from here on the Social Self-concept Questionnaire, or AUSOwhich consists of two scales measuring social responsibility and social competence. Dimensions, measurement and relationships. Self-concept in artistic domains: Liers test of the Shavelson et al.
A revised thai multidimensional scale of perceived social support.
Lo contrario es responder NO a todo, en un intento por discrepar en todo. Autoconcepto y ajuste psicosocial en la adolescencia The self-concept and psychosocial adjustment in adolescence.
La estructura del Cuestionario de Autoconcepto Social (AUSO)
In order to calculate the degree of internal consistency we used Cronbach’s alpha coefficient and McDonald’s omega coefficient, estimated on the basis of the saturations obtained for each item in the exploratory factor analysis.
Nevertheless, the results found here provide empirical evidence supporting the two-factor proposal social responsibility and social competence with interrelated factors, escalx encompasses those aspects of social development which are necessary to obtaining a more comprehensive view of social self-perceptions.
Review of Educational Research, 46 3 Educational Psychologist, 20,