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Inicio Revista de Psicodidáctica (English Edition) Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of A...
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Vol. 24. Issue 1.
Pages 71-77 (January - June 2019)
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Vol. 24. Issue 1.
Pages 71-77 (January - June 2019)
Original
DOI: 10.1016/j.psicoe.2018.11.002
Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of Academic Self-concept
Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico
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Alejandro Veas
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alejandro.veas@ua.es

Corresponding author.
, Juan-Luis Castejón, Pablo Miñano, Raquel Gilar-Corbí
University of Alicante, Spain
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Table 1. Descriptive statistics, correlations and collinearity statistics among measures of attitudes towards teachers, attitudes towards school, academic self-concept and academic achievement
Table 2. Multilevel mediation model predicting academic achievement with attitudes towards teachers and attitudes towards school as predictors
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Abstract

This study was designed to examine academic self-concept as a potential mediator to better understand the relations between academic attitudes and academic achievement in early adolescence. A total of 1398 high school students from Alicante, Spain (47% female, M=12.5 years), participated in the study. Multilevel mediation analyses with Monte Carlo confidence intervals were used to measure within-subject effects at the student level (L1) and between-subject effects at the class level (L2). Academic attitudes (attitudes towards teachers and attitudes towards school) and academic self-concept were measured with validated scales, whereas academic achievement was assessed using the end-of-term grades obtained by the students in nine subjects. The results show, first, significant effects of the academic attitude constructs on the mediational and dependent variables at both the within and between levels. Second, academic self-concept was an important mediator for all academic attitude constructs at both levels of analysis. These results highlight the importance of academic self-concept during early adolescence and suggest that academic attitudes are crucial for the future development of educational models.

Keywords:
Early adolescence
Compulsory secondary education
Academic attitudes
Academic self-concept
Academic achievement
Multilevel mediation analysis
Resumen

Con el fin de tener un mejor entendimiento de la relación existente entre las actitudes académicas y el rendimiento académico en la adolescencia inicial, se lleva a cabo el presente estudio teniendo en cuenta el autoconcepto académico como mediador relevante. Un total de 1398 estudiantes de la provincia de Alicante, España (47% mujeres, M=12. 5 años), participan en el estudio. Se emplean análisis de mediación multinivel para medir los efectos intra-sujetos al nivel del estudiante (L1), e inter-sujetos al nivel de la clase (L2). Las actitudes académicas (actitudes hacia el profesorado y actitudes hacia la escuela) y el autoconcepto académico se miden mediante escalas validadas, mientras que el rendimiento académico se mide a partir de las calificaciones que obtienen los estudiantes en nueve asignaturas. Los resultados muestran, en primer lugar, efectos significativos de las actitudes académicas sobre la variable mediacional y la variable dependiente en los niveles intra e inter. Además, se aprecia un efecto indirecto significativo del autoconcepto como mediador de las actitudes académicas en ambos niveles de análisis. Estos resultados muestran la importancia del autoconcepto académico durante la adolescencia inicial, y señalan la necesidad de considerar las actitudes académicas como variables fundamentales en el desarrollo y puesta en práctica de modelos educativos.

Palabras clave:
Adolescencia inicial
Educación Secundaria Obligatoria
Actitudes académicas
Autoconcepto académico
Rendimiento académico
Análisis mediacional multinivel

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