{"id":105850,"date":"2018-03-11T10:29:33","date_gmt":"2018-03-11T10:29:33","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/variables-de-personalidad-cognitivo-motivacionales-y-sociales-relacionadas-con-el-rendimiento-academico-de-estudiantes-de-educacion-secundaria-obligatoria-con-ansiedad-social\/"},"modified":"2018-03-11T10:29:33","modified_gmt":"2018-03-11T10:29:33","slug":"variables-de-personalidad-cognitivo-motivacionales-y-sociales-relacionadas-con-el-rendimiento-academico-de-estudiantes-de-educacion-secundaria-obligatoria-con-ansiedad-social","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia-escolar\/variables-de-personalidad-cognitivo-motivacionales-y-sociales-relacionadas-con-el-rendimiento-academico-de-estudiantes-de-educacion-secundaria-obligatoria-con-ansiedad-social\/","title":{"rendered":"Variables de personalidad, cognitivo-motivacionales y sociales relacionadas con el rendimiento acad\u00e9mico de estudiantes de educaci\u00f3n secundaria obligatoria con ansiedad social"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Beatriz Delgado Domenech <\/strong><\/h2>\n<p>Este estudio analiz\u00f3 el impacto de la ansiedad social sobre el funcionamiento escolar y social en una muestra de estudiantes espa\u00f1oles de educaci\u00f3n secundaria obligatoria. Concretamente, se examin\u00f3 la relaci\u00f3n entre la ansiedad social y: (a) el autoconcepto, las metas acad\u00e9micas, las atribuciones causales, las aptitudes intelectuales y las estrategias de aprendizaje; (b) los rasgos de personalidad de eysenck; (c) el estatus sociom\u00e9trico en el aula y; (d) el rendimiento acad\u00e9mico (general, lengua espa\u00f1ola, ingl\u00e9s y matem\u00e1ticas), siendo el objetivo final, la creaci\u00f3n de un modelo causal-explicativo para el rendimiento acad\u00e9mico. La muestra estuvo compuesta por 2,022 estudiantes espa\u00f1oles de 1\u00c2\u00ba a 4\u00c2\u00ba de educaci\u00f3n secundaria obligatoria (m = 13.18; dt = 1.35; 51.1% chicos). Los resultados indicaron que la ansiedad social fue un predictor significativo para el bajo autoconcepto acad\u00e9mico, social, f\u00edsico y emocional, para adoptar estilos motivacionales y atribucionales desadaptativos, para usar menores estrategias de aprendizaje y presentar niveles inferiores de comprensi\u00f3n y fluidez verbal y concepci\u00f3n espacial. Igualmente, los estudiantes con ansiedad social presentaron menos probabilidad de alcanzar un alto rendimiento acad\u00e9mico medio y en las asignaturas de matem\u00e1ticas e ingl\u00e9s. En cuanto al estatus social en el aula, la ansiedad social no fue un predictor significativo de ning\u00fan tipo sociom\u00e9trico, si bien, los compa\u00f1eros eligieron significativamente menos a los estudiantes con ansiedad social como l\u00edderes, cooperativos, peleones y con sentido del humor que a aquellos sin ansiedad social. Los tutores nominaron y valoraron a sus alumnos socialmente ansiosos del mismo modo que sus alumnos sin ansiedad social. Finalmente, el modelo de ecuaciones estructurales creado ajust\u00f3 adecuadamente a los datos (cfi = .91; rmsea = .04), explicando el 93.8% de la varianza del rendimiento acad\u00e9mico a trav\u00e9s del rendimiento acad\u00e9mico previo y las aptitudes intelectuales.  we studied the effect of social anxiety on school and social functioning in a sample of compulsory secondary education students in spain. Specifically, we examined the relationship between social anxiety and: (a) self-concept, academic goals, causal attributions, intellectual aptitudes, and learning strategies; (b) eysenck personality traits; (c) sociometric status in the classroom; and (d) academic performance (general, spanish, english, and math), with the purpose of creating a causal-explanatory model of academic performance. The sample consisted of 2,022 students in the first to fourth years of compulsory secondary education in spain (m = 13.18; sd = 1.35; 51.1% chicos). We found that social anxiety was a significant predictor of low self-concept (academic, social, physical, and emotional), of adopting maladaptive motivational and attributional styles, of a lower use of learning strategies, and of presenting lower verbal comprehension, word fluency, and spatial visualization. Also, students with social anxiety were less likely to have a high average academic performance (grade point average; gpa) and less likely to have high grades in the subjects of math and english. As for social status in the classroom, social anxiety was not a significant predictor of sociometric type, although students were significantly less likely to select classmates with social anxiety as being leaders, cooperative, bullies, or having a sense of humor compared to those without social anxiety. Teachers nominated and rated their students with social anxiety similarly to those without social anxiety. Finally, a structural equation model fit the data well (cfi = .91; rmsea = .04), explaining 93.8% of the variance in academic performance through prior academic performance and intellectual aptitudes.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Variables de personalidad, cognitivo-motivacionales y sociales relacionadas con el rendimiento acad\u00e9mico de estudiantes de educaci\u00f3n secundaria obligatoria con ansiedad social<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Variables de personalidad, cognitivo-motivacionales y sociales relacionadas con el rendimiento acad\u00e9mico de estudiantes de educaci\u00f3n secundaria obligatoria con ansiedad social <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Beatriz Delgado Domenech <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Miguel hern\u00e1ndez de elche<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 17\/12\/2010<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Candido Jose Ingles Saura<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Juan  Luis Castej\u00f3n costa <\/li>\n<li>brigitte Almudever (vocal)<\/li>\n<li>Mar\u00eda  dolores Hidalgo montesinos (vocal)<\/li>\n<li>Jos\u00e9 Carlos Nu\u00f1ez perez (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Beatriz Delgado Domenech Este estudio analiz\u00f3 el impacto de la ansiedad social sobre el funcionamiento escolar y 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