C. Gonzálvez, C. Inglés, M. Vicent, N. Martín, R. Sanmartín, J. García-Fernández
Anxiety and self-concept are personal variables with a big influence on learning and academic performance. The aim of this study was to analyse the differences in school anxiety depending on the scores of the eleven dimensions of self-concept. 1, 414 Chilean students of middle education participated, 695 men and 719 women aged between 13 and 18 years (M = 15.31, SD = 1.45). School Anxiety Inventory (SAI) and Self-Description Questionnaire II-Short Form (SDQII-S) were administered to assess the school anxiety and the self-concept, respectively. The results revealed that adolescents with low scores on self-concept had significantly higher scores in school anxiety than their peers with high scores on self-concept. This pattern of results was similar in all dimensions of self-concept with the exception of two, the verbal academic self-concept and the truthfulness-sincerity scale, which statistically significant differences were not obtained.
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Published on 28/03/17
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