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[Connotative affective perception of self concept and its link with school performance]
1Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina.
Acta Psiquiatrica Y Psicologica De America Latina
|September 1, 1994
Summary
Academic performance positively impacts children's self-concept evaluation. While higher performance correlates with better self-appraisal, the link between neuroticism, introversion, and negative affect is only clear with poor academic results.
Area of Science:
- Psychology
- Educational Psychology
- Personality Psychology
Background:
- Self-concept evaluation is crucial for academic success.
- Eysenckian personality dimensions influence affective responses.
- Understanding personality-trait links to academic self-perception is important.
Purpose of the Study:
- To analyze the association between Eysenckian personality dimensions and the affective evaluation of self-concept.
- To investigate how academic success/failure reflects in children's self-concept.
- To explore the relationship between personality traits, academic performance, and affect.
Main Methods:
- A sample of 111 schoolchildren was analyzed.
- Eysenckian personality dimensions were assessed.
- Affective-connotative evaluation of self-concept in relation to academic performance was measured.
Main Results:
- Children with higher academic performance exhibited more positive self-appraisal and affective connotations.
- A clear association between affect intensity and Neuroticism predisposition was not consistently found.
- Neuroticism was linked to negative affect predisposition, specifically when combined with introversion and poor academic performance.
Conclusions:
- Academic performance significantly shapes children's affective self-concept.
- Personality traits like neuroticism and introversion interact with academic outcomes to influence negative affect.
- Further research is needed to clarify the complex relationship between personality, affect, and academic self-perception.