Autoconcepto y ansiedad frente al rendimiento escolar en estudiantes de cuarto año de educación básica de 13 escuelas fiscales de la ciudad de Cuenca distrito 1 y 2, 2015 - 2016

Abstract

Background: It has been demonstrated in different studies that both anxiety and self-concept have a great influence on the personal, social, biological and psychological development of the person. Anxiety, on the one hand, taken in most cases as a negative factor on academic activity, has been shown to be a certain degree may even have a positive influence on it. In turn, self-concept has been studied as a great benefactor of. Objective: To determine the relationship between self-concept and anxiety in relation to the school performance of students in the fourth year of basic education in the city of Cuenca, during the academic period 2015-2016. Materials and Methods: Cross-sectional study according to the information obtained from the research project "Improvement of the school performance of fourth year students of basic education in the city of Cuenca". The universe corresponds to all the students who were found within the register of the research project mentioned above, being these in number of 441 being the sample equal to the universe. The statistical tool "IMB SPSS STADISTIS 23" was used for the processing and statistical analysis of the data obtained based on the objectives of the present research project. Results: The low academic performance was observed more frequently in men, with 11.8%, versus women, in 8.9%; statistically significant was the relationship of self-concept to academic achievement, that is, when there is an average or normal self-concept down, the poor performance was 16.5%, compared to the 7.5% observed in schoolchildren with auto concept high or medium high, meaning that having a low self-concept means a drop in performance. Otherwise the anxiety reflects a high percentage between medium and high level very close to 80%, which indicates to us that, although it is certain, its influence on the performance is not statistically significant, it is an important variable to take into account of high incidence in schools. Conclusion: When children have an average or normal to low self-concept, the probability of presenting low scores increases, according to our study and others worldwide. Anxiety is related to performance, although in our study it is not statistically significant, it has an important participation in the student environment.