SELF-ESTEEM AND ACADEMIC-PROFESSIONAL DECISION-MAKING IN SECONDARY SCHOOL STUDENTS
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Abstract
This study analyses the importance of the emotional, cognitive and social dimensions of decision-making and perceived stress, depending on gender, academic year, type of center and educational level of the family and the relationship of self-esteem with the decision-making process. 519 students from the fourth year of ESO (compulsory secondary education) and second year of bachillerato from four schools in the province of Barcelona (2 state schools and 2 public-private) participated in the study. 2 scales were applied to measure the variables under study and the answer to an open question.
The results obtained provide statistically significant data and confirm that these variables have a significant influence and are closely related to decision processes, highlighting a moderate correlation between academic self-esteem and total decision-making and it cognitive dimension. These results show the need for an intervention to improve vocational decision-making, from the emotional, cognitive and social dimensions, with special emphasis on improving self-esteem and, especially, academic self-esteem
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