不同社会经济地位学生自尊的比较研究

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2017-06-01 DOI:10.1016/j.pse.2017.02.001

Carmen Tabernero , Antonio Serrano , Rosario Mérida

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引用次数: 17

摘要

本研究旨在分析不同社会经济地位对学龄儿童在学前教育第二阶段和小学教育第一阶段进行的个人自我评估是否有影响。这项研究涉及了1757名年龄在3岁至7岁之间的学童，其中889名是男孩，868名是女孩，属于低、中下和中上社会经济水平。自尊量表采用EDINA量表，信度指数为0.80。根据参与学校的社会人口统计学特征评估社会经济状况。不同的单变量和多变量分析表明，自尊与社会经济地位之间存在显著差异。研究结果被讨论，以产生学校干预方案，可以提高最弱势群体的自尊。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Estudio comparativo de la autoestima en escolares de diferente nivel socioeconómico

This research aims to analyze whether the different socioeconomic status has an effect on the personal self-assessment carried out by school children pertaining to the second cycle of pre-school education and the first cycle of primary education. The study has involved 1,757 school children aged between 3 and 7, of whom 889 were boys and 868 girls belonging to low, lower-middle and upper-middle socioeconomic levels. Self-esteem was assessed by means of a questionnaire, EDINA, with a reliability index of .80. The socioeconomic status was assessed from the sociodemographic characteristics of the participating schools. Different univariate and multivariate analyses showed the existence of significant differences between self-esteem and socioeconomic status in the samples studied. The results are discussed so as to generate school intervention programs that can improve self-esteem in the most disadvantaged groups.

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.