Promoted by:
Item number
Vol. 4 No. 2 (2021)
ISSN: 2605-5295
Published: 2021-11-05
Self-concept is defined as a favorable element of the sense of one's identity, constituting a frame of reference from which to interpret the external reality and the experiences that influence the expectations of the person, their performance, as well as health, motivation and psychological balance. And self-esteem as the sum of judgments that the person generates of himself, including the affective and evaluative dimensions of self-image that are based on objective data, and that constitute what a person thinks about himself. Different recent articles have reviewed how important is self-esteem and/or self-concept in psychological well-being. To the best of our knowledge, this is the first contribution that has been made for a systematic review based on the evidence that includes clinical databases and data on the level of self-esteem and/or self-concept compared to the psychological well-being of adolescents. 33 articles were selected that were potentially relevant within the criteria to be followed and selected for analysis. The studies examined suggest that poor school performance, both physical and psychological inactivity and negligent parental styles correlate positively with low self- esteem. In addition, there are differences in gender. That is why as future studies, it is necessary to include curricular aspects in the study centres to contribute to good personal development and thus lead to psychological well-being.
Acosta, J., Checa, F., Matheo, M.L. y Parrón, T. (2019). Self-esteem levels vs. global scores on the Rosenberg self-esteem scale. Heliyon, 5 (3), e01378.
Amigo, I., Errasti, J.F. y Villadangos, M. (2019). Emotional uses of Facebook and Twitter: its relation with empathy, narcissism, and self-esteem in adolescence.
Phychological Reports, 120 (6), 997 - 1018.
Álvarez, C., Herrera Monge, M., Herrera González, E., Villalobos Víquez, G., & Araya Vargas, G. (2019). Sobrepeso, obesidad, niveles de actividad física y autoestima de la niñez centroamericana: un análisis comparativo entre países (Overweight, obesity, physical activity levels, and self-esteem in Central American children: comparative analysis between cou. Retos, 37(37), 238-246.
Arrufat, M.J., Canals, J. y Domenech, E. (2010). Culture- free self-esteem inventory foradults: Características Psicométricas de una muestra de jóvenes de población española.Revista Iberamericana de Diagnóstico y Evaluación Psicológica, 2, 112 - 123.
Bandura, A. (2006). Self-efficacy beliefs of adolescents. Adolescence and Education (pp. 307-335).
Bodkin-Andrews, G., Ha, M. T., Craven, R. G. y Yeung, A. S. (2010). Factorial invariance testing and latent mean differences for the Self-Description Questionnaire II (Short Version) with indigenous and non-indigenous Australian secondary school students. International Journal of Testing, 9, 47---79.
Branden, N. (2004). El poder de la autoestima. Barcelona: Paidós.
Campbell, J.D., Chew, B. y Scratchley, L.S. (1991). Cognitive and emotional reactions to daily events: The effects of self-esteem and self-complexity. Journal of Personality, 59, 475-505.
Cascales, J. Á. M., & Prieto, M. J. R. (2018). Incidencia de la práctica de actividad física y deportiva como reguladora de la violencia escolar (Incidence of the practice of physical and sporting activities as a regulator of school violence). Retos,0(35), 54–60.
Castejón, J.L., Gilar, R., Miñano, P. y Veas, A. (2016). Difference in learning strategies, goal orientations and self-concept between overachieve normal-achieving, and underachieving secondary students. Frontiers in psychology, 7, 1438.
Castillo, A., Chinchilla, J.L., Lourenço, F.M. y Onetti, W. (2019). Self-concept and physical activity: differences between high school and university students in Spain and Portugal. Frontiers in psychology, 10.
Castillo, A., Fernández, J.C. y Onetti, W. (2019). Transition to middle school: self- concept changes. PloS one, 14 (2).
Castillo, I., Queralt, A. y Molina, J. (2011). Leisure time physical activity and psychological well-being in university students. Psychological reports, 109 (2), 453 - 460.
Cava, M. J. (2000). La potenciación de la autoestima en la escuela. Barcelona:Paidós.
Cava, M.J. y Ramírez, L. (2009). Autoestima y alcohol en adolescentes. Inventio, la génesis de la cultura universitaria en Morelos, (10), 51 - 56.
Cepero, M., Estévez, M., Muros, J.J., Torres, B., Pradas, F. y Zurita, F. (2015). Influencia de la composición corporal y la aceptación por las clases de educación física sobre la autoestima de niños de 14-16 años de Alicante, España. Nutrición Hospitalaria, 31 (4), 1519 - 1524.
Chatzisarantis, N., González, J.M., Hagger, M., Leitao, J.P., Pereira, P.M y Stevenson, A. (2010). Physical self-concept and social physique anxiety: invariance across culture, gender and age. Stress and Health, 26 (4), 304 - 329.
Chiu, L.H. (1988). Measures of self-esteem for school-age children. Journal of Counseling and Development, 66, 298-301.
Coopersmith, S. (1967). Parental characteristics related to self-esteem. The antecedents of self-esteem (pp. 96-117). San Francisco: W. H. Freeman & Co.
Contreras, O.R., Cuevas, R., Fernández, J.G. e Infantes, A. (2019). Effect of physical activity on self-concept: Theoretical model on the mediation of body image and physical self-concept in adolescents. Frontiers in psychology, 10, 1537.
Crocker, J. y Wolfe, C. (2001). Contingencies of self-worth. Psychological Review, 108, 593-623.
Di Paula, A. y Campbell, J.D. (2002). Self-esteem and persistence in the face of failure. Journal of Personality and Social Psychology, 83, 711-724.
Díaz, A., García, J.M., González, C., Pérez, A.M., Sanmartin, R. y Vicent, M. (2019). Subtyping of adolescents with school refusal behavior: Exploring differences across profiles in self-concept. International journal of environmental research and public health, 16 (23), 4780.
Dobson, C., Goudy, W. J., Keith, P. M. y Powers, E. (1979). Further analysis of Rosenberg’ s Self- Esteem Scale. Psychological Reports, 44, 639-641.
Dodgson, P. y Wood, J.V (1998). Self-esteem and the cognitive accessibility os strengths and weaknesses after failure. Journal of Personality and Social Psychology, 75, 178-197.
Dumont, M. y Provost, M. (1999). Resilience in adolescents: Protective role of social support, coping strategies, self-esteem, and social activities on experience of stress and depression. Journal of Youth and Adolescence, 28, 343-363.
Eccles, J.S., Wigfield, A. y Schiefele, U. (1998). Motivation to succeed. Handbook of child psychology (pp. 1017– 1095). New York: Wiley.
Epstein, S. (1974). The self-concept revisited: Or a theory of a theory. American Psychologist, 28, 404-416.
Fernández, A., Grao, A., Nuviala, A. y Pérez, J.A. (2014). Association of physical self- concept with physical activity, life satisfaction and Mediterranean diet in adolescents. Kinesiology, 46 (1), 3 - 11.
Filippou, F., Rokka, S., Pitsi, A., Gargalianos, D., Bebetsos, E., & Filippou, D. A. (2018). Interdisciplinary Greek traditional dance course: Impact on student satisfaction and anxiety. International Journal of Instruction, 11(3), 363–374.
Fernández, S. y Moral, M. (2019). Uso problemático de internet en adolescentes españoles y su relación con autoestima e impulsividad. Avances en Psicología Latinoamericana, 37 (1), 103 - 119.
Ferradás, M.M., Freire, C., Núñez, J.C. y Regueiro, B. (2019). Associations between profiles of self-esteem and achievement goals and the protection of self-worth in university students. International journal of environmental research and public health, 16 (12), 2218.
Fox, K.R. (1988). The self-esteem complex and youth fitness. Quest, 40, 230-246.
Fox, K.R., y Corbin, C. B. (1989). The Physical Self-Perception Profile: development and preliminary validation. Journal of Sports & Exercise Psychology, 11, 408-430.
Francis, L.J. y Wilcox, C. (1995). Self-esteem: Coopersmith and Rosenberg compared. Psychological Reports, 76, 1050.
Galiana, L., Hontangas, P., Oliver, A., Sancho, P. y Tomas, J. (2015). Measuring self- esteem in Spanish adolescents: Equivalence across gender and educational levels. Avaliacao Psicológica, 14 (3), 385 - 393.
Garaigordobil, M., Pérez, J.I. y Mozaz, M. (2008). Self-concept, self-esteem and psychopathological symptoms. Psicothema, 20, 114-123.
García, F., García, O., Serra, E. y Zacarés, J.J. (2018). Parenting styles and short-and long-term socialization outcomes: A study among Spanish adolescents and older adults. Psychosocial Intervention, 27 (3), 153 - 161.
García, J., Fernández, M., Inglés, C., Torregrosa. M., Ruiz, C., Díaz, A., Pérez, E. y Martínez, M. (2010). Propiedades psicométricas de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas en una muestra de estudiantes españoles de Educación Secundaria Obligatoria. European Journal of Education and Psychology, 1, 61-74.
García, J.F., & Musitu, G. (2014). AF5: Autoconcepto forma 5. Madrid, España: TEA. García, J.F. Y Martínez, I. (2017). Impact of parenting styles on adolescents´ self- esteem and internalization of values in Spain. The Spanish journal of psychology, 10 (2),
338 - 348.
García, J.M., Ingles, C.J. y Torregrosa, M.S. (2011). Aggressive behavior as a predictor of self-concept: A study with a simple of Spanish compulsory secondary education students. Psychosocial Intervention, 20 (2), 201 - 212.
García, J.M., Inglés, C.J., Martínez, A.E., Ruiz, C. y Torregrosa, M.S. (2012). Prosocial behavior and self-concept of Spanish students of compulsory secondary education. Revista de Psicodidáctica, 17 (1), 135 - 156.
García, O., Serra, E. y Riquelme, M. (2018). Psychosocial maladjustment in adolescence: parental socialization, self- esteem, and substance use. Anuales de Psicología, 34 (3), 536.
Gargallo, L., Garfella, E., Sánchez, P.J., Ros, R. y Serra, C. (2009). La influencia del autoconcepto en el rendimiento académico en estudiantes universitarios. Revista Española de Orientación y Psicopedagogía, 20, 16-28.
Gázquez, J.J., Pérez, M., Ruiz, M., Miras, F. y Vicente, F. (2006). Estrategias de aprendizaje en estudiantes de enseñanza secundaria obligatoria y su relación con la autoestima. International Journal of Psychology and Psychological Therapy, 6, 51-62.
Godoy, A., Rodríguez-Naranjo, C., Esteve, R. y Silva, F. (1989). Escalas de lugar de control en situaciones académicas y en situaciones interpersonales (ELC-I) para niños y adolescentes. Evaluación Psicológica, 5, 273-322.
Gómez, D., Mendoza, R. y Piano, S. (2016). Emotional basis of gender difference in adolescent self-esteem. Psicologia: Revista da Associacao Portuguesa Psicologia, 30 (2).
Gómez, O., Ortega, R. y Romera, E.M. (2016). The mediating role of psychological adjustment between peer victimization and social adjustment in adolescence. Frontiers in psychology, 7, 1749.
González, M. T. (1999). Algo sobre la autoestima: Qué es y cómo se expresa. Aula, 11, 217-232.
González, J., & Núñez, C. (1997). Autoconcepto, Autoestima y aprendizaje escolar.
Psicothema, 9(2), 271-289.
Goñi, E., y Fernández, A. (2007). Los dominios social y personal del autoconcepto.
Revista de Psicodidáctica, 12(2), 179-194.
Guerra, J., León, B., López, V.M., Mendo, S. y Yuste, R. (2019). Emotional intelligence and psychologicl well-being in adolescents. International journal of environmental research and public health, 16 (10), 1720.
Hagborg, W.J. (1996). Scores of middle-school-age students on the Rosenberg Self- Esteem Scale. Psychological Reports, 78, 1071-1074.
Hendry, L., Povedano, A., Ramos, M.J. y Varela, R. (2011). Victimización escolar: clima familiar, autoestima y satisfacción con la vida desde una perspectiva de género. Psychosocial Intervention, 20 (1), 5 - 12.
Hewit, J. P. (2002). The social construction of self-esteem. Handbook of positive psychology (pp. 135-147). New York: Oxford University Press.
Huebner, E.S. (2004). Research on assessment of life satisfaction of children and adolescents. Social Indicators Research, 66, 3-33.
Huebner, E.S., Drane J.W., y Valois R.F. (2000). Levels and demographic correlates of adolescent life satisfaction reports. School Psychology International, 21, 281-292.
Jaire, L., Salavera, C., Urcola, F. y Usán, P. (2017). Translation and validation the mind-wondering test for Spanish adolescents. Psicología: Reflexao e Crítica, 30 (1), 1 - 8.
James, W. (1890). The principles of psychology, Vol I New York, NY, US: Henry Holt and Co.
Jiménez, T., Estévez, E., Murgui, S. y Musitu, G. (2010). Comunicación familiar y comportamientos delictivos en adolescentes españoles: El doble rol mediador de la autoestima. Elsevier, 39 (3), 473 - 485.
Jiménez, T.I. (2011). Autoestima de riesgo y protección: una mediación entre el clima familiar y el consumo de sustancias en adolescentes. Psychosocial Intervention, 20 (1), 53 - 61.
Jussim, L., Yen, H. y Aiello, J. (1995). Self-consistency, self-enhancement, and accuracy in reactions to feedback. Journal of Experimental Social Psychology, 31, 322- 356.
Kernis, M., Brockner, J. y Frankel, B. (1989). Self-esteem and reactions to failure: The mediating role of overgeneralization. Journal of Personality and Social Psychology, 57, 707-714.
Keyes, C. (2006). Subjective well-being in men- tal health and human development research worldwide: An introduction. Social Indicators Research, 77, 1-10.
Knox, E. y Muros, J.J. (2017). Association of lifestyle behaviours with self-esteem through health-related quality of life in Spanish adolescents. European journal of pediatrics, 176 (5), 621 - 628.
Lerner, R.M., Lerner, J.V., Hess, L.E., Schwab, J., Jovanovic, J., Talwar, R. y Kucher, J.S (1991). Physical attractiveness and psychosocial functioning among early adolescents. Journal of Early Adolescence, 11, 300-320.
Malo, S., Martin, M.M. y Viñas, F. (2019). Personality And social context factors associated to self- reported excessive use of information and communication technology (ICT) on a Sample on Spanish adolescents. Frontiers in psychology, 10, 436.
Marsh, H.W. (1990). The structure of academic self-concept: The Marsh/Shavelson Model. Journal of Educational Psychology, 82, 623-636.
Marsh, H.W. y Craven, R. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133-163.
Martínez, C., y Álvarez, J. (2014). El autoconcepto en personas con déficits sensoriales. Universidad de Almería,Almería.
McCarthy, J.D. y Hoge, D.R. (1982). Analysis of age effects in longitudinal studies of adolescent self-esteem. Developmental Psychology, 18, 372-379.
Molina, C.J. y Meléndez, J.C. (2006). Bienestar psicológico en envejecientes de la República Dominicana. Geriátrika, 22, 97-105.
Monks, P., Ortega, R. y Rodríguez, A.J. (2015). Peer-victimization un multi-cultural contests: A structural model of the effects on self-esteem and emotions. Psicología Educativa, 21 (1), 3 - 9.
Muñoz, N., Ortega, J. y Sánchez, V. (2018). Efficacy evaluation on “Dat-e Adolescences”: A dating violence prevention program in Spain. PloS One, 13 (10).
Neyer, F. y Asendorpf, J. (2001). Personality-relationship transaction in young adulthood. Journal of Personality and Social Psychology, 81, 1190-1204.
Núñez, J., González, J., García, M., González, S., Roces, C., Álvarez, L. y González, M. (1998). Estrategias de aprendizaje, autoconcepto y rendimiento académico.
Psicothema, 10, 97-109.
Oliva, A., Parra, A. y Sánchez, I. (2017). Stability, change and determinants of self- esteem during adolescence and emerging adulthood. Journal of Social and Personal Relationships, 34 (8), 1277 - 1294.
Ortega, P., Mínguez, R., y Rodes, M. (2009). Autoestima: un nuevo concepto y su medida. Teoría De La Educación. Revista Interuniversitaria, 12.
Ortiz, N., y Veintimilla, L. (2014). Evaluación de la autoestima como generadora de entornos positivos en mujeres con discapacidad visual.
Park, L., y Maner, J. (2009). Does self-threat promote social connection? The role of self-esteem and contingencies of self-worth. Journal of Personality and Social Psychology, 96, 203-217.
Parra, A., Oliva, A., y Sánchez-Queija, I. (2004). Evolución y determinantes de la autoestima durante los años adolescentes. Anuario de Psicología, 35, 331- 346.
Pepe, C., Moreno-Jiménez, M., y Massola, G. (2021). Bienestar social, Autoestima y Reconocimiento: Estudio Empírico sobre Crimen y Exclusión Basado en la Categoría de Menosprecio de Axel Honneth. Revista Colombiana de Psicología, 30(1), 11-26.
Reid, A. (2004). Gender and sources of subjective well-being. Sex Roles, 51, 617-629. Robins, R., Hendin, H. y Trzesniewski, K. (2001). Measuring global self-esteem: Construct validation of a single-item measure and the Rosenberg Self-Esteem Scale. Personality and Social Psychology Bulletin, 27, 151-161.
Rokka, S., Kouli, O., Bebetsos, E., Goulimaris, D., & Mavridis, G. (2019). Effect of dance aerobic programs on intrinsic motivation and perceived task climate in secondary school students. International Journal of Instruction, 12(1), 641–654.
Rosenberg, M. (1957). Ocupations and values. Illinois: The Free Press.
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Rosenberg, M. (1986). Self concept from middle childhood through adolescence.
Greenwald. Psychological Perspectives on the self. (Vol. 3). (pp. 107-136).
Rosenberg, M., & Thielens, W. (1952). The panel study. In M. Jahoda, M. Deutsch & S. W. Cook. (Eds.). Research methods in social relations. (Vol. II). (pp. 588-609).
Rosenberg, M., & Simmonds, R.G. (1972). Black and white self-esteem. Washington. D.C: American Sociological Association.
Ryff, C. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081.
Savin-Williams, R. C., y Demo, D. H. (1984). Development change and stability in adolescent self-concept. Development Psychology, 20, 1100-1110.
Shavelson, R., Hubner, J., y Stanton, J. (1976). Self Concept: Valitation of Construt Interpretation. Review of Educational Research.
Shun, G. y Conde, A. (2009). Género y discapacidad como moduladores de la identidad. Feminismos, 1, 119-132.
Sommer, K., y Baumeister, R. (2002). Self-evaluation, persistence, and performance following implicit rejection: The role of trait self-esteem. Personality and Social Psychology Bulletin, 28, 926-938.
Taberno, C., Serrano, A., & Mérida, R. (2017). Estudio comparativo de la autoestima en escolares de dife- rente nivel socioeconómico Carmen. Psicología Edu- cativa, 23, 9–17.
Tashakkori, A., Thompson, V.D., Wade, J. y Valente, E. (1990). Structure and stability of self-esteem in late teens. Personality and Individual Differences, 11, 885-893.
Torregrosa-Ruiz, M., Molpeceres, M. A., y Tomás, J. M. (2017). Relaciones entre sexismo e ideología de género con autoconcepto y autoestima en personas con lesión medular. Anales de Psicología, 33(2), 225-234.
Urdan, T.C., y Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524 - 551.
Valentine, J.C., DuBois, D.L., y Cooper, H. (2004). The relations between self-beliefs and academic achievement: A systematic review. Educational Psychologist, 39(2), 111- 133.
Wylie, R.C. (1974). The self-concept: A review of methodological considerations and measuring instruments (Revised Ed., Vol. 1). Lincoln: University of Nebraska.
Zimmerman, M.A., Copeland, L., Shope, J. y Dielman, T. (1997). A longitudinal study of self-esteem: Implications for adolescent development. Journal of Youth and Adolescence, 26, 117-141.
2025-04-15
Actualización de la versión de la plataforma
Promoted by:
Español
Português
