Percepción de apoyo de padres y profesores, autoconcepto y toma de decisiones en bachillerato

Authors

Lidia E. Santana VegaSalto de línea Luis Feliciano García Salto de línea Universidad de La Laguna. Facultad de Educación. Departamento de Didáctica e Investigación Educativa. Tenerife, España.

DOI

10.4438/1988-592X-RE-2011-355-034

Abstract

Parents’ and teachers’ perceived support, self-concept and decision making in high school students

Introduction. This article analyzes the relationships among perceived academic selfconcept, family support, academic self-concept, academic achievement and decision making of the students in High School. Methodology. A number of 454 students participated in this research. The instrument used was a survey that contained an adaptation for the High School of the Scales: Self-Concept of Ability General, Perceived Parental Evaluations of Ability and Perceived Teachers’ Evaluations of Ability from Brookover, Erickson y Joiner (1967) and Affective Parental Supported Scale of Figuera, Daria and Forner (2003). Results. The results show that: 1) The female students have more elevate self-concept than the male pupils, and they perceived from their teachers a higher values about their academic effort. 2) The achievement of both, male and females students, is according to the academic self-concept, as far as the value that receive from their teachers and parents about the academic trajectory 3) The students who choose university studies, in opposition to the students who decide to study other academic alternatives, receive a more elevate recognize of the academic trajectory from their parents, as well as more support during their exercises. Conclusions. We conclude that the perceived valuation of teachers and parents, and the academic self-concept maintain a relevant role in High School. The impact of these variables on performance and decision taking, thus, continues further than Primary Education or the Obligatory Secondary Education. The guidance programs should include the participation of parents in order to improve the students’ self-concept. A realistic and positive analysis of the goals, interests and abilities should be incorporated to the Educative Guidance Programs in High School as to enhance the students’ personal autonomy and to form them for decision taking.

Keywords

Academic self-concept, perceived academic self-concept, academic achievement, decision making, family support, High School.