Autoestima en estudiantes españoles de secundariadimensiones e influencia de variables personales y educativas

  1. Frieiro, Paula 1
  2. González-Rodríguez, Rubén 1
  3. Domínguez Alonso, José 1
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

Journal:
Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

ISSN: 1577-4147

Year of publication: 2021

Volume: 51

Issue: 2

Pages: 23-59

Type: Article

DOI: 10.30827/PUBLICACIONES.V51I2.20915 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

Abstract

Interest in self-esteem during adolescence is essential, because promoting positive self-esteem and reducing the impact of negative self-esteem enables the optimal development of many school and personal experiences and general well-being. This study aimed to evaluate the validity and reliability evidence of the Rosenberg Self-Esteem Scale in Spanish students and to determine whether gender, age, academic course and type of school are decisive for its development. A total of 698 Compulsory Secondary Education (CSE) students participated, grouped into two random samples (Sample 1: 364 students, M = 12.57, SD = .49, and Sample 2: 334 students, M = 14.62, SD = .48). The results identified a two-factor structure (positive self-esteem and negative self-esteem) (χ2/df = 2.938, CFI = .948, NNFI = .924, SRMR = .045, RMSEA = .075), with high internal consistency (α = .853). Multivariate analysis showed that adolescents have higher positive self-esteem if they are male, are in first, second, or third grade CSE, and study in concerted schools, whereas male adolescents who study first grade CSE at ages under 13 present high negative self-esteem. The Rosenberg scale has been shown to have adequate psychometric properties to be used in secondary school students in Spain.

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