Study of SDQ1 de Marsh: verbal, mathematical and physical appearance self concept in adolescents

Abstract

This study is part of the educational research and with the analyzed data we intend to contribute to a better understanding of self-concept at the level of the 3rd cycle of schooling. Perrenoud, Estrela and Estrela (1995) in their book Office of Student and Sense of School Work, warn of the lack of sense of school work. According to the authors, a fraction of the students makes virtue necessary and performs, without difficulty, their school course; others openly resist and unleash the fury of those who love him; others are still present in the Portuguese reality, such as absenteeism, school drop-out and indiscipline / violence. We can state, in a consensual way, that eradicating these phenomena is utopian, but the clarification of their causes can contribute to a significant and desirable reduction according to the literature revisited. Shavelson, Hubner and Stanton (1976) attribute to self-concept a potential for prognosis of behavior, also referenced by authors such as Simões and Vaz Serra (1987) and Simões (1997) who recognize the influence of self-concept on performance as well as personal self-control, in the coordination of attitudes and behaviors, thus appearing as a way of quantifying variables such as self-control, anxiety and the expectations of the subjects (Barros & Barros, 1999; Simões & Vaz Serra, 1987). The awareness of relevance and interconnection of motivation with school success (Castañeiras, Guzmán, Posada, Ricchini, & Strucchi, 1999; Imaginário, Jesus, Morais, Fernandes, Santos, Santos & Azevedo, 2014) with indiscipline and self-concept has led to numerous studies (Fonseca, Galinha & Loureiro, 2017a, Fonseca, Galinha & Loureiro, 2017b; Galinha; São-João & Fonseca (2018) with the objective of discovering how to involve students in school tasks voluntarily and aware of their potentialities and importance for their future. Considering (Cabanach, Arias, Pérez & González-Pienda, 1996), it is relevant to study the motivation and its interconnection with students' self-concept. the importance of the study of self-concept in the 3rd CEB students.

This is a study with a quantitative approach with a central focus on the evaluation of variables associated with self-concept in adolescents of the 3rd cycle of Portuguese basic education. The present study therefore seeks to evaluate the self-concept values ​​presented by the interviewed students through the application of a self-concept scale in their subscales (Marsh SDQ1) specifically selected for treatment: verbal, mathematical and physical appearance. Marsh's SDQ1 adapted by Faria and Fontaine (1990) also encompasses the following domains: school subjects, peer relationships and relationships with parents, physical competence and global self-concept.

In the present study, a random sample of 86 students was considered and the participants' confidentiality and anonymity were assured. The predominance of males was found (51.2%). Regarding the profile of the students (SDQ1 self-concept / individuals), by confronting the values ​​of self-concept it is observed that self-concept is higher in female, non-repeating and age-matched individuals. 13 years. The 13-year age (modal value) should be used, with a marked frequency in females (28 in 51 individuals). Although 16-year-olds have higher self-concept values, they are small (total 3) and all are male.

The self-concept measurement in the subscales selected for the verbal and mathematical treatment assumed values ​​in the range [10; 40] while in the physical appearance [21; 72], with the latter subscale having a greater amplitude (51). The mean values ​​of self-concept in Marsh's SDQ1 subscales for verbal, mathematical and physical appearance presented by students were respectively: 24.3; 27.8 and 57.1.

The results obtained in this investigation also allow to observe an adequate dispersion being the data useful for future studies.