El autoconcepto y la autoeficacia en niños, niñas y adolescentes con necesidades educativas específicas no asociadas a la discapacidad de las unidades educativas San Francisco y Manuel J. Calle de Cuenca, en el periodo 2022-2023

Abstract

Self-concept is defined as a person's perception of him/herself, its importance lies in the fact that it functions as a predictor of how people act. On the other hand, self-efficacy refers to a person's conviction and cognitive construction in relation to his or her coping skills in the face of threatening situations, which will guide the individual's future actions. Therefore, the general objective of this research was to describe the dimensions of self-concept and self-efficacy in children and adolescents with specific educational needs not associated with disability in the San Francisco and Manuel J. Calle educational units in Cuenca, in the period 2022-2023. The study had a quantitative approach with descriptive and cross-sectional scope, 38 students participated and were administered the self-concept questionnaire form-5 (AF5) by García-Musitu and the self-efficacy scale in children and adolescents adapted by Raza. The results obtained indicate that the students have emotional self-concept as the predominant dimension and their critical dimension is academic self-concept, while academic self-efficacy has a low score and social, self-regulatory and total self-efficacy have average scores. It is concluded that academic self-concept is the weakest dimension in those students who are male, adolescents, belonging to an extended family, with learning difficulties or with situations of vulnerability, while academic self-efficacy has a low level in male students, adolescents, from single-parent families or students with learning difficulties.