Academic self-concept and decision making of secondary school students

Authors

  • Lidia E. Santana Vega Universidad de La Laguna
  • Luis A. Feliciano García Universidad de La Laguna
  • Ana B. Jiménez Llanos Universidad de La Laguna

DOI:

https://doi.org/10.5944/reop.vol.20.num.1.2009.11440

Keywords:

academic self‐concept, perceived academic self‐concept, decision making, Secondary Education

Abstract

ABSTRACT

This article shows the relationship between academic self‐concept, perceived academic self‐concept, and decision making in Secondary Education. 454 students take part in this research. The instrument used in this article was a questionnaire containing an adaptation “Self‐Concept of Ability General Scale”, “Perceived Parental Evaluation of Ability Scale” and “Perceived Teacher’s Evaluations of Ability Scale” from Brookover, Erickson y Joiner (1967). The statistical analysis shows high correlations between analysed variables. The students who choose the University: a) they value their academic years; b) they become aware a good impression about their parents and teachers and about their high school achievement; c) they adopt a more responsible attitude towards their future studies, from those who choose another option. The results provide interesting suggestions to generate intervention strategies in the academic and working decision making process.

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How to Cite

Santana Vega, L. E., Feliciano García L. A., & Jiménez Llanos A. B. (2014). Academic self-concept and decision making of secondary school students. REOP - Revista Española de Orientación y Psicopedagogía, 20(1), 61–75. https://doi.org/10.5944/reop.vol.20.num.1.2009.11440

Issue

Section

Research studies

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