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Vol. 25. Issue 1.
Pages 59-67 (January - June 2020)
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Vol. 25. Issue 1.
Pages 59-67 (January - June 2020)
Original
Influence of self-esteem and attention on the academic performance of ESO and FPB students
Influencia de la autoestima y la atención en el rendimiento académico del alumnado de la ESO y FPB
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Sandra Cid-Silleroa, Eider Pascual-Sagastizabalb, Juan-Ignacio Martínez-de-Morentinc
a Instituto Municipal de Formación Profesional Básica de Ermua-Mallabia, Área de Desarrollo Local, Ayuntamiento de Ermua (Bizkaia), Spain
b Dpto. de Procesos Psicológicos Básicos y su Desarrollo, Universidad del País Vasco, UPV/EHU, San Sebastian, Spain
c Dpto. Psicología Evolutiva y de la Educación, Universidad del País Vasco, UPV/EHU, San Sebastian, Spain
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Tables (4)
Table 1. Reliabilities for the self-esteem test for adolescents
Table 2. Descriptive statistics and differences by course and gender in self-esteem, attention and academic performance
Table 3. Correlations between academic performance, attention and self-esteem in FPB students (top) and ESO students (bottom)
Table 4. Regression model for performance in the scientific area and the socio-linguistic area
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Abstract

The present study analyzes the influence that the self-esteem and attention of ESO and FPB students have on their academic performance. We worked with a sample of 336 students of 3rd and 4th of ESO and 1st and 2nd of FPB. The attention capacity of the students and self-esteem were analyzed. The academic performance was evaluated through the grades obtained after the course was completed. The results reveal that the cognitive abilities of the students seem to have a direct influence on their academic performance. That is to say, those students who have a better executive performance usually obtain better marks. In addition, self-esteem seems to play a moderating role between cognitive skills and academic performance, that is, interaction attention*self-esteem helps to better explain academic performance, but only in FPB students.

Keywords:
Attention
Self-Esteem
Academic performance
Secondary school
Professional training
Resumen

El presente estudio analiza la influencia que tienen la autoestima y la atención del alumnado de ESO y FPB en su rendimiento académico. Se trabaja con una muestra de 336 estudiantes de 3º y 4º de la ESO y 1º y 2º de FPB. Se analizan la capacidad de atención del alumnado y su autoestima. El rendimiento académico se evalúa a través de las calificaciones obtenidas una vez finalizado el curso. Los resultados revelan que la atención del alumnado parece tener una influencia directa sobre su rendimiento académico. Es decir, aquellos que presentan un mejor desempeño ejecutivo suelen obtener mejores calificaciones. Además, la autoestima parece desempeñar un rol moderador entre las habilidades cognitivas y el rendimiento académico, es decir, la interacción atención*autoestima ayuda a explicar mejor el rendimiento académico, pero sólo en el alumnado de FPB.

Palabras clave:
Atención
Autoestima
Rendimiento académico
Educación secundaria
Formación profesional

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