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A mi esposo Miguel, entusiasta colaborador A mis nietos, alegría de mi vida : Juan Gonzalo,
Fernanda Lucía, María Pía y Alexandra
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Agradezco a mi asesora Dra. Nelly Ugarriza Chávez por sus invalorables sugerencias en el
presente trabajo.
Al Dr. Jorge Bazán por sus aportes valiosos en el análisis estadístico.
Al Dr. Mario Bulnes, por las orientaciones brindadas.
A los informantes y miembros del jurado por sus apreciaciones críticas.
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El propósito de esta investigación fue la búsqueda de un modelo explicativo de las múltiples
relaciones que pueden establecerse entre algunos dominios del autoconcepto, algunas
dimensiones de la personalidad, ciertos aspectos de la percepción del compromiso parental en las
actividades educativas, tanto en el hogar como en la escuela y el rendimiento académico.
Se planteó como problema fundamental ¿Cuáles son las relaciones múltiples que pueden
establecerse entre autoconcepto, personalidad y percepción del compromiso parental con el
rendimiento académico y cuáles son algunas de las relaciones de las tres primeras variables entre
sí?
La muestra estuvo constituida por 473 estudiantes del sexto grado de educación primaria,
hombres y mujeres pertenecientes a los grupos socioeconómicos no extremos (B, C, D). El 53 %
fueron varones y el 46.7% mujeres. Las edades variaban de 10 a 13 años.
Los instrumentos de investigación utilizados fueron:
Psicométricos:
1) Cuestionario de Personalidad de Eysenck EPQ-J para niños
2) Perfil de Autopercepción (Autoconcepto) de Susan Harter para niños
3) Cuestionario de Percepción en los Niños del Compromiso Parental con su Educación
Edumétricos:
4) Prueba de Rendimiento en Comunicación Integral y Lógico-Matemática.
El diseño estadístico se correspondió con un análisis conceptual y cuantitativo complejo
para la elaboración y comprobación de teorías científicas del comportamiento basado en el
análisis de estructuras de covarianza.
Una de las conclusiones más importantes de este estudio hace referencia al Modelo de
múltiples relaciones causales especificado por las 5 ecuaciones estructurales planteadas que se
ajusta adecuadamente para los alumnos del sexto grado de educación primaria. Este modelo
sostiene que el Rendimiento escolar está influenciado por los Dominios del autoconcepto en las
dimensiones de Desempeño escolar y Autovaloración Global, por las percepciones del
compromiso parental basado en la Escuela y el Hogar y las características de Personalidad como
son el Neuroticismo y Extroversión. Pero de manera simultánea explica que la percepción de la
Dimensión de Autovaloración Global es a su vez influenciada por la percepción de la Dimensión
de Desempeño escolar, el propio rendimiento y las características de Personalidad como son el
Neuroticismo y Extroversión. También la percepción de la Dimensión de Desempeño escolar
está influenciada por el propio rendimiento y las características de Personalidad. Por último las
características de personalidad son influyentes en la percepción del compromiso parental basado
en la Escuela y junto con ésta en la percepción del compromiso parental basado en el hogar.
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decidan si son como los niños de este lado (lado derecho) o si son como los
niños de este lado (lado izquierdo).” “Quiero que ahora que has decidido qué
clase de niño se parece más a ti, señales para cada pregunta si es
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2002 - N - Personalidad Autoconcepto y Percepcion - Su Relacion Con El Rend Academ

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2002 - N - Personalidad Autoconcepto y Percepcion - Su Relacion Con El Rend Academ

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