de Autoconcepto Social (AUSO), de nueva creación, compuesto por las escalas De la revisión tanto de las teorías del desarrollo social humano como de Palabras clave: Autoconcepto social; desarrollo social; instrumento de medida; fiabilidad; estructura factorial. .. Tennessee Self-Concept Scale, Revised Manual. Il existe 2 systèmes de cotation de cette échelle: une forme pour le Counseling et une forme pour l’aspect clinique et la recherche [ ] Auto-critique et 9 scores. [Cuestionario que sirve para] examinar la percepción que tiene una persona sobre sí misma, su valor personal y la manera en que esta.

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This study aims to analyze the factorial structure of the newly-created Cuestionario de Autoconcepto Social – AUSO from here on the Social Self-concept Questionnaire, or AUSOwhich consists of two scales measuring social responsibility and social competence.

The theoretical proposal which posits that social self-concept is the result of the combination of two basic self-perceptions: Participants were students aged between 17 and The results obtained though confirmatory factor analyses support the hypothesis of a structure made up of two correlated factors.

In addition to providing a new measurement instrument with appropriate psychometric characteristics and valid criteria that justify its use in both applied practice and research, this study also enhances our understanding of the internal nature of the social domain of self-concept.

Social self-concept; social development; measuring instrument; reliability; factorial structure. Autoconcepto social; desarrollo social; instrumento de medida; fiabilidad; estructura factorial. Consequently, for decades now it has been one of the most-studied elements in this particular field of research. At the beginning of scientific psychology, self-concept was predominantly viewed as a unidimensional esscala, a kind of global perception of the self.

From the nineteen-seventies onwards, however, it became generally accepted that the tennessde of self-concept is organized in a hierarchical, multidimensional manner. For decades, attention remained mainly focused on academic self-concept, or precisely, global self-concept in relation to academic achievement.

From the nineteen-nineties onwards, however, a new, extremely fertile, area of research opened up focusing on the dimensions or components of each of these three domains, in accordance with the supposition that, rather than improving global self-concept itself, attention should be directed at trying to improve selfperceptions in its specific dimensions or aspects.

In relation to the latter approach, two variants emerged which associated social self-concept with either social acceptance or social competence.

What has yet to be clarified, however, is whether these two dimensions alone social acceptance and social competence are sufficient to explain the self-perceptions of social development. The reason for including a new dimension called social responsibility in social self-concept is linked to the fact that feeling accepted by others and feeling oneself to be socially competent do not globally reflect one’s perception of one’s social development.

This approach dw reflected in the unidimensional Social Self-concept Scale developed by Silva and Martinez The problem here, however, is that the scale, which was administered to the Chilean population, provides no data providing evidence of external validity.

These attempts to thoroughly demarcate the internal structure of social self-concept have been accompanied by a number of different measurement instruments. From the nineteen-eighties onwards, tennessee large number of questionnaires were developed to measure self-concept. Based on the above, one can conclude that a comprehensive proposal regarding the internal structure of social self-concept should include the following three dimensions: These results support the idea that one’s perception of oneself as a socially competent being and one’s perception of oneself as a socially accepted being are so closely related that, in reality, they form a single component, which we propose to call social competencesince this is the more widely used term in psychology.

The main aims of this research project were to verify, using exploratory and secala factor analyses, whether or not social self-perceptions measured using the AUSO fit the hypothesized two-factor structure social competence and social responsibilityand to check the internal consistency trnnessee the questionnaire itself.

Three different models were therefore analyzed in accordance with the diverse possible groupings of social self-concept. The second model M2 was made up of two uncorrelated factors social responsibility and social competence. And finally, the third model M3 was identical to the second one, with the only exception being that the two factors were correlated.


We expected the corresponding exploratory and confirmatory factor analyses to confirm a structure made up of two interrelated factors social competence and social responsibilitywith an adequate internal consistency.

A total of students from the University of the Basque Country Teacher Training Colleges participated in the study.

La prueba del auto-concepto de Tennessee

Participants were selected using a stratified incidental sampling technique, with different levels and groups being chosen randomly in each college. The final sample group therefore consisted of people: It is divided into two scales.

The questionnaire was administered by the authors during teaching hours in the classroom, after obtaining the corresponding consent of the management teams tenneesee the various teacher training colleges participating in the study.

All participants were assured that their answers would be completely anonymous, although they were not told what the purpose of the project was single blind in order to encourage them to be totally honest in their responses and to decrease the likelihood of the social desirability bias.

Since the questionnaire was administered as part of a battery of different measurement instruments, the time required for completion varied between 20 and 30 minutes. Missing data were corrected using the covariance matrix and the multiple imputation technique MTMMfollowing the weighted least squares WLS method, since the required normality condition was not fully met.

When the aim of an empirical piece of research is to study the factorial structure of a questionnaire based on exploratory and confirmatory analyses, the sample has to be divided into two random halves.

An exploratory factor tennessew was therefore conducted on one half of the sample group using the tennesseee principal axis factoring approach with oblimin rotation. In order to calculate the degree of internal consistency we used Cronbach’s alpha coefficient and McDonald’s omega coefficient, estimated on the basis of the saturations obtained for each item in the exploratory factor analysis.

The models were compared in accordance with the maximum likelihood method, taking the covariance matrix as the input for the data analysis. The fit of each model was assessed using the most common combination of absolute and relative goodness-of-fit indexes Esnaola, Rodriguez, et al. The configuration matrix resulting tennesssee the exploratory factor analysis is presented in Table 3. The results clearly reflect a consistent two-factor structure that is supported by the theoretical approach and which explains The autoconce;to consistency of the questionnaire was calculated using Cronbach’s alpha index, with an acceptable value of.

Table 4 below shows the results of the confirmatory dscala analysis, which was verified for each of the proposed models. Figure 1 contains a graphic representation of the two-factor model of correlated factors, corrected through the liberation of these two errors M3Lsince this was found to be the best model for explaining the factorial structure of the AUSO.

Although interest in social self-concept is by no means a recent development, there is a distinct lack of studies attempting to demarcate its internal structure, or in other words, to elucidate the number and nature of the principal dimensions that account for said structure in a satisfactory manner. This study presents empirical data that support a theoretical model of social self-concept, along with a measurement instrument, the Social Self-concept Questionnaire AUSOthat was developed in accordance with said model.

It is a fast screening method for adolescents and young adults that offers good psychometric characteristics that justify its use and application in both applied practice and research. Thus, the instrument is a useful tool that enables a more precise identification of those students who experience difficulties in their social relations, in order to permit the design of appropriate prevention programs.

Two basic components repeatedly appear in previous studies on the nature of social selfconcept: These components tend to overlap, since one’s perception of oneself as a being accepted by others is simply another way of assessing one’s competence at a social level.

Nevertheless, the results found here provide empirical evidence supporting the two-factor proposal social responsibility and social competence with interrelated factors, which encompasses those aspects of social development which are necessary to obtaining a more comprehensive view of social self-perceptions. It is not enough just to perceive excala as socially competent; in order to ensure adequate adaptation to the social milieu in which one is immersed since birth, one must also understand and respect the ee of society.


Having a precise idea of the different components xutoconcepto make up these constructs opens up new avenues of research for psychological understanding and intervention. This coincides with the theoretical assumptions of Marsh and Shavelson’s modelaccording to which esxala self-concept is made up of various domains academic, personal, social and physicaleach of which is divided into a series of sub-domains, facets or more specific dimensions.

One of the principal postulates of this model is that, although global self-concept itself is resistant to change, its specific dimensions can be modified, and therefore require specific psychological intervention. Indeed, it is precisely intervention expectations in both the field of physical education and the clinical context which have, from the nineteen-nineties onwards, driven research into physical self-concept.

Identifying these types of connections is extremely valuable, since it reveals new perspectives from which to approach educational interventions designed to help individuals achieve better personal adjustment.

La prueba del auto-concepto de Tennessee (Book, ) []

Having a measurement instrument with adequate psychometric characteristics, such as the AUSO, will enable a more precise understanding of the function of ce, and each of its components, in human behavior.

In short, this study fulfils the aim of providing an adequate psychometric measurement instrument of two different dimensions of social self-concept, which supports the widely-accepted multidimensional view of self-concept. However, it also raises a number of unanswered questions.

The results fail to completely answer all the questions raised regarding the multidimensional and hierarchical composition and structure of self-concept. It would, for example, be interesting to analyze the relationship between social responsibility, understood as a dimension of social selfconcept, and the moral dimension of personal self-concept, since these are two separate dimensions both related to social life.

This opens up a number of new avenues for research, just as this view of social self-concept raises the need to study the relationships which exist between each of the dimensions and other psychological variables, such as social skills, social support and even social status.

Statistical practice, theory, and directions. Annual Review of Psychology, 47, The multidimensional Self Concept Scale. On the structure of social selfconcept for pre- early and late adolescents: A test of the Shavelson et al.

Journal of Prsonality and Social Psychology, 70, International Journal of Clinical and Health Psychology, 5, The multidimensional structure of physical self-concept. The Spanish Journal of Psychology, 14 1 El autoconcepto social en la adolescencia y juventud: Dimensiones, medida y relaciones The social self-concept in adolescence and youth: Dimensions, measurement and relationships. Autoconcepto y ajuste psicosocial en la adolescencia The self-concept and psychosocial adjustment in adolescence.

Psicothema, 23 1 Autoconcepto Forma 5 AF5: International Journal of Clinical and Health Psychology, 11 3 Los dominios social y personal del autoconcepto The social and personal domains of self-concept. Defining psychosocial maturity in adolescence. Advances in Child Behavioral Analysis and Therapy, 3, The Perceived Competence Scale for Children. Child Development, 53 1 Manual for the Self-Perception Profile for Children.

Revision of the Perceived Competence Scale for Children. Child Development, 55, Cut-off criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 6, Cuestionario de autoconcepto social: Psychometric properties and justification Unpublished dissertation.

University of Malaga, Spain. Un estudio sobre el autoconcepto social en estudiantes de E.

La estructura del Cuestionario de Autoconcepto Social (AUSO)

The social self-esteem inventory. Educational and Psychological Measurement, 39, Desarrollo afectivo y social Emotionaland social development.

Towards an Integration of the concept “burnout” and its explanatory models. Age and sex effects in the structure and level of selfconcept for preadolescent children.