Universidad Miguel Hernández de Elche.
Psicothema. 2017 Nov;29(4):496-501. doi: 10.7334/psicothema2016.54.
The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and academic self-concept in a sample of 1,349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years.
the students’ sociometric nomination was performed using the Programa Socio (Partner Program), and academic self-concept was measured with the Self Description Questionnaire (SDQ-II; Marsh, 1992).
results show that academic self-concept was a significant predictor of sociometric types and behavioral categories, as students with high scores on academic self-concept were more likely to be positively rated by their peers (popular, leaders, collaborators and good students) than students with low scores on student academic self-concept.
these results reinforce the emphasis on academic self-concept research and its relevance to educational practice.
本研究旨在分析西班牙 1349 名（51.7%为男生）青少年的社会计量类型、行为类别与学业自我概念之间的关系，这些青少年年龄在 12 至 16 岁之间。
学生的社会计量提名使用 Programa Socio（伙伴计划）进行，学业自我概念则使用自我描述问卷（SDQ-II； Marsh，1992）进行测量。
结果表明，学业自我概念是社会计量类型和行为类别的重要预测指标，因为学业自我概念得分较高的学生比学业自我概念得分较低的学生更有可能被同伴积极评价（受欢迎、领导、合作和好学生）。
这些结果强调了学业自我概念研究的重要性及其与教育实践的相关性。
