Promoting ASC in the primary education classroom: The role of teacher training

ABSTRACT

The purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students’ self-concept. In addition, the change in the students’ type of self-concept depended on the change in the teachers’ specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student’s self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students’ academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students’ self-concept.

KEYWORDS:

• Self-concept
• primary education
• strategies
• students
• educational intervention
• teachers

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data is availability in contact with the mail author.

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/21683603.2022.2105997.

Additional information

Funding

This work was supported by the FONDECYT 11221355 ”Impacto de una aplicación web de Autorregulación del Aprendizaje intregrada al aula virtual en el Aprendizaje Autorregulado, el Compromiso y los Resultados Educativos de estudiantes universitarios”.

Notes on contributors

Karla Lobos

Karla Lobos is a Research Director of the Laboratorio de Innovación e Investigación Educativa of the Universidad de Concepción´s Education Department. Her research lines are, applied intervention in educational psychology, cognitive motivational variables involved in retention/dropout, innovation in teaching through virtual tools and active methodology. She has been a researcher and academic at the Departamento de Psicología of the Facultad de Ciencias Sociales of the Universidad de Concepción, and coordinator of the area of Specialization in Educational Psychology at the Universities of San Sebastián, Santo Tomás and Andrés Bello. As an undergraduate university professor she has taught the classes of Introducción a la Psicología Educacional, Educación y Problemas Contemporáneos, Psicología Educacional Panorama Actual, Diagnóstico e Intervención en Psicología Educacional, Psicología del Aprendizaje, among others. As a postgraduate teacher she has taught the class of Intervención Educativa, Efectividad y Mejoramiento Escolar, Diseño y Evaluación de Proyectos de Intervención Psicológica, and guided master and doctoral theses. She is the coordinator and author of two books on educational psychology “Intervención en Psicología Educacional: Herramientas Iniciales” (Ediciones Universidad Santo Tomás) and “Promoción de la Autorregulación del Aprendizaje para el Aula Universitaria” (Editorial Santo Tomás). She is also coauthor of the book “Motivos y Factores Explicativos del Abandono de los Estudios: Claves y Estrategias” (Editorial Pirámide). She is a member of the research group ADIR (Aprendizaje, Dificultades y Rendimiento Académico) of the Psychology Department of the Universidad de Oviedo, which brings together researchers from different European and Latin American universities. She is a member of the Sociedad Interamericana de Psicología Educativa (SIP), y de la Sociedad Científica de Psicología de Chile (SCP).

Claudio Bustos

Claudio Bustos is a Academic of the Departamento de Psicología de la Universidad de Concepción, Chile. Professional studies of Psychologist, master’s in psychology with mention in Educational Psychology, master’s in applied Statistics and PhD in Psychology from the Universidad de Concepción. His main research lines are the socio-cognitive factors associated with scientific research and publication; the teaching of statistics and methodology; construction and adaptation of instruments; and the development of software for statistical and textual analysis. Teaches classes in Programa de Doctorado en Psicología y Doctorado en Salud Mental (UDEC) on research methodologies. He is currently implementing the second year of a FONDECYT Regular Project N° 1201681 in Chile as responsible researcher, entitled: “ Metodologías de enseñanza/aprendizaje de las prácticas de investigación en psicología de Hispanoamérica y España.”

Fabiola Saez-Delgado

Fabiola Saez-Delgado is a Academic researcher at the Departamento Fundamentos de la Pedagogía of the Facultad de Educación of the Universidad Católica de la Santísima Concepción, Chile. Professional studies of Professor, Bachelor of Education, Master of Education and Doctor of Psychology from the Universidad de COncepción, Chile. Her research line is the motivational cognitive variables of teaching and learning processes; also the variables of mental health in educational communities. She is a professor in the Doctoral Program in Education (UCSC) on Research in Education and Quantitative Data Analysis using R statistical software. She has specialized in systematic literature reviews, psychometrics and Education predictive analysis and explanatory models. Member of the Grupo de Investigación Internacional Sociedad, Educación y Psicología (GISEP). Associate Researcher at the Centro de Investigación en Educación y Desarrollo de la Universidad Católica de la Santísima Concepción (CIEDE-UCSC). She recently obtained funding as the researcher for of the Fondecyt Inicio N°11201054 project in Chile, entitled “ La relación recíproca entre la autorregulación del profesor y la autorregulación del aprendizaje y desempeño académico del estudiante. Un modelo explicativo en Educación Media.”

Rubia Cobo-Rendon

Rubia Cobo-Rendon is a Researcher at the Universidad del Desarrollo, Chile, and director of the Magister en Psicología Educacional in the Universidad del Desarrollo. Psychologist, Magister Scientiarum in Clinical Psychology from Universidad Rafael Urdaneta (Venezuela), Specialist in Child and Youth Psychology from Universidad Pedagógica Experimental Libertador (Venezuela), specialist in teaching in Higher Education from Universidad Rafael Urdaneta and Doctor in Psychology from Universidad de Concepción. University professor for the Universidad de Concepción, Universidad Santo Tomas and Universidad San Sebastián (Chile). Her research lines are psychometrics, research methodologies, protective factors of student well-being, motivational cognitive variables in university students and adaptation to university life. She is a member of the Federación Venezolana de Psicólogos (FVP), the Sociedad Venezolana de Psicología Positiva (SOVEPPO) and the Sociedad Científica de Psicología de Chile.

Carola Bruna

Carola Bruna is a Biochemist, PhD in Biological Sciences. Associate Professor of the Departamento de Bioquímica y Biología Molecular in the Facultad de Ciencias Biológicas, and Assistant director of the Dirección de Docencia de la Universidad de Concepción. She teaches undergraduate and graduate courses in Biochemistry and participates in graduate and postgraduate programs in the field of education. She has focused on educational innovation and research, reflected in publications and projects in the area. In this area, she has focused especially on the effect of active-participatory methodologies implementation in the classroom, strategies to promote generic competencies in disciplinary contexts, study and implement authentic assessment in higher education, implement and evaluate blended and e-learning for learning science.