Autoconcepto, Motivación Académica, Actitud Hacia el Aprendizaje y Rendimiento Académicoun Estudio Centrado en la Persona

Laburpena

Background: This study aimed to investigate self-concept from a person-centered approach, which implies paying attention to the students’ combination of the different dimensions of self-concept. The main objectives of the research were (i) to determine whether there are different self-concept profiles and, if so, (ii) to analyze the relationship of these profiles with the global self-concept, motivation, causal attributions of success and failure, and mathematic performance. Metod: The sample comprised 1802 Compulsory Secondary Education students from the Principality of Asturias (906 women and 896 men). The profiles and their relationship with the criterion (external) variables were studied through latent class analysis (Latent Profile Analysis). Results: five self-concept profiles were found (very low profile, low profile, medium-low profile, medium profile, and medium-high profile) and a statistically significant relationship with general self-concept, academic motivation, causal attribution processes, and mathematical performance. In general, the higher academic motivation, general self-concept, attributions for success, and mathematical performance, the higher the profile. As expected, the relationship with attribution for failures is negative. Conclusions: It is concluded that the data derived from person-centered research adequately complement those obtained from the variable-centered perspective.