Autoconcepto en adolescentes de bachillerato de la Unidad Educativa Dr. Camilo Gallegos Domínguez y Unidad Educativa José Benigno Iglesias del cantón Biblián, en el período 2020-2021

Abstract

In the development of self-concept, both cognitive, affective and social processes intervene that cement the pillars of the normative changes that occur in the self-perceptions of adolescents, allowing them to develop behaviors, attitudes, achievements, failures, relationships with family and society. The general objective of the work is to describe the self-concept in high school adolescents from the “Dr. Camilo Gallegos Domínguez” and “José Benigno Iglesias Educational Unit of the Biblián canton according to sociodemographic characteristics, in the period 2020-2021. The specific objectives are to identify the predominant dimensions of self-concept and to identify the predominant dimensions of adolescent self-concept according to sociodemographic characteristics. The study has a quantitative, cross-sectional approach, a type of non-experimental design, a descriptive scope and a non-probabilistic sampling. We worked with a sample of 147 students from the three high school levels, applying through digital means in Google Forms the Manual Self-Concept Form AF5, authored by García and Musito (2014) and a sociodemographic file. The results obtained indicate that the participants present a high academic and physical self-concept, while the social, emotional and family dimensions show medium and low results. In relation to the sociodemographic variables, it was found that students who live with their parents and siblings have a high self-concept in the predominant dimensions, in the same way, students whose representatives spend between 31 to 40 hours per week at their job and students single, score with high self-concept in the predominant dimensions.