Resumen

SENOS, Jorge  y  DINIZ, Teresa. Auto-estima, resultados escolares e indisciplina. Estudo exploratório numa amostra de adolescentes . Aná. Psicológica [online]. 1998, vol.16, n.2, pp.267-276. ISSN 0870-8231.

The increasing problem related with disruptive behaviour in school settings is a growing source of concerning and time consuming to teachers and other educational personnel. Research developed on self-esteem proctetive strategies in face of school failure have suggested that disruptive behaviour is associated with this self-esteem protective need experienced by subjects with heavy school failure. The present research revisit this issue motivated by some incongruency reported by some literature, with a sample of 9th grade portuguese pupils. From the results we obtained we may draw the following main conclusions: a) self-esteem is correlated with academic self-concept but not with school achievement; b) subjects with poor school achievement show identical academic self-concept and self-esteem to those with high school achievement; c) subjects with sever disruptive behaviour also show poorer school achievement, lower academic self-concept and lower self-esteem. This results are discussed within the theoretical models of social identity and frame of reference. Further research is needed to clarify different scenarios of disruptive behaviour with different psychological meanings in order to explain the contradictory data reported by independent research.

Palabras clave : Disruptive behaviour; Self-concept; self-esteem social identity.

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