[Self-esteem, family function, and school achievement of adolescents]. / Autoestima, funcionalidad familiar y rendimiento escolar en adolescentes.

OBJECTIVE: To determine the relationship between academic achievement, self-esteem and family function in adolescents. DESIGN: Descriptive, cross-sectional study. SETTING: State secondary school in Querétaro state, Mexico. PARTICIPANTS: Seventy-four adolescents of both sexes between the ages of 10 and 17, enrolled in a state secondary school. Two groups of 37 pupils were formed, chosen by simple randomized sampling according to high or low academic achievement. Participants were clinically healthy and prior informed consent for their participation was obtained. MAIN MEASUREMENTS: Self-esteem based on self-concept format A, family function based on FACES III and academic achievement based on the school evaluation scale. A descriptive statistical analysis and the chi2 test were used (P < .05). RESULTS: Pupils with high academic achievement had high self-esteem, 68% (P = .00007; OR, 7.55; 95% CI, 2.39-24.84); a functional family, 54% (P = .011); were mainly female, 73% (P = .018); age, 13 (60%) (P = .062); school in the morning, 95% (P = .000); and were in second grade, 46% (P = .026). Pupils with low academic achievement had low self-esteem, 78% (P = .00007; OR, 7.55; 95% CI, 2.39-24.84); came from borderline-function families, 43% (P = .47); were male, 54% (P = .018; OR, 3.18; 95% CI, 1.08-9.48); age 13, 38% (P = .062); in afternoon school, 76% (P = .00); and were in first grade, 43% (P = .144). Upon establishing a relationship between academic achievement and family dynamics, it was found that family dysfunction is a risk factor (OR, 6.67; 95% CI, 1.42-34). CONCLUSIONS: Low self-esteem and family dysfunction are risk factors for low academic achievement.

Autoestima, funcionalidad familiar y rendimiento escolar en adolescentes / Self-esteem, family function, and school achievement of adolescents

Objetivo. Determinar la relación entre rendimiento escolar (RE), autoestima y funcionalidad familiar (FF) en adolescentes. Diseño. Estudio transversal, descriptivo. Emplazamiento. Escuela secundaria oficial del estado de Querétaro, México. Participantes. Se incluyó a 74 adolescentes de 10-17 años de edad de ambos sexos, inscritos en escuela secundaria oficial, clínicamente sanos. Se formaron 2 grupos de 37 sujetos, de acuerdo con su alto o bajo rendimiento escolar, seleccionados de forma aleatoria. Mediciones principales. Autoestima con el instrumento de autoconcepto forma A, funcionalidad familiar con el FACES III y rendimiento escolar con la escala de evaluación escolar. Resultados. Los escolares con alto rendimiento escolar tenían autoestima alta en el 68% de los casos (p = 0,00007; odds ratio [OR] = 7,55; intervalo de confianza [IC] del 95%, 2,39-24,84); funcionalidad familiar en el 54% (p = 0,011), con predominio del sexo femenino en el 73% (p = 0,018); edad de 13 años en el 60% (p = 0,062); del turno matutino en el 95%, (p = 0,000), y cursaba el segundo grado escolar el 46% (p = 0,026). Los escolares con bajo rendimiento escolar presentaron una autoestima baja en el 78% de los casos (p = 0,00007; OR = 7,55; IC del 95%, 2,39-24,84), funcionalidad familiar limítrofe en el 43% (p = 0,47), sexo masculino en el 54% (p = 0,018; OR = 3,18; IC del 95%, 1,08-9,48); edad de 13 años en el 38% (p = 0,062); del turno vespertino en el 76% (p = 0,00), y cursaba el primer grado escolar el 43% (p = 0,144). Al relacionar el rendimiento escolar con la dinámica familiar se encontró que la disfuncionalidad familiar era un factor de riesgo (OR = 6,67; IC del 95%, 1,42-34). Conclusiones. La autoestima baja y la disfuncionalidad familiar son factores de riesgo para un rendimiento escolar bajo

Objective. To determine the relationship between academic achievement, self-esteem and family function in adolescents. Design. Descriptive, cross-sectional study. Setting. State secondary school in Querétaro state, Mexico. Participants. Seventy-four adolescents of both sexes between the ages of 10 and 17, enrolled in a state secondary school. Two groups of 37 pupils were formed, chosen by simple randomized sampling according to high or low academic achievement. Participants were clinically healthy and prior informed consent for their participation was obtained. Main measurements. Self-esteem based on self-concept format A, family function based on FACES III and academic achievement based on the school evaluation scale. A descriptive statistical analysis and the X2 test were used (P<.05). Results. Pupils with high academic achievement had high self-esteem, 68% (P=.00007; OR, 7.55; 95% CI, 2.39-24.84); a functional family, 54% (P=.011); were mainly female, 73% (P=.018); age, 13 (60%) (P=.062); school in the morning, 95% (P=.000); and were in second grade, 46% (P=.026). Pupils with low academic achievement had low self-esteem, 78% (P=.00007; OR, 7.55; 95% CI, 2.39-24.84); came from borderline-function families, 43% (P=.47); were male, 54% (P=.018; OR, 3.18; 95% CI, 1.08-9.48); age 13, 38% (P=.062); in afternoon school, 76% (P=.00); and were in first grade, 43% (P=.144). Upon establishing a relationship between academic achievement and family dynamics, it was found that family dysfunction is a risk factor (OR, 6.67; 95% CI, 1.42-34). Conclusions. Low self-esteem and family dysfunction are risk factors for low academic achievement