Self-esteem and anxiety of the teenagers

M.ª Ángeles Hernández Prados. Universidad de MurciaLorena Belmonte García.Universidad de MurciaM.ª de las Mercedes Martínez Andreo. Universidad de MurciaRecepción: 20.07.2018 | Aceptado: 15.09.2018Correspondencia a través de ORCID: M.ª Ángeles Hernández - 0000-0002-3617-2015XLa adolescencia entendida como la etapa de transición a la vida adulta, se caracteriza por el cambio, especialmente emocional que pueden derivar en problemas de autoestima y respuestas de ansiedad desadaptativas ante determinadas situaciones. Los estudios previos desvelan efectos en el rendimiento educativo y en la convivencia, siendo esencial el papel de la escuela y la familia para la adquisición de estrategias preventivas. Metodo: Con la finalidad de valorar cual es el nivel de autoestima de los estudiantes a través del RSE (autoestima de Rosenberg) y analizar cómo éste influye en el nivel de ansiedad que se determinó mediante el STAI (State Trait Anxiety Inventory), se llevó a cabo en el curso académico 2015-2016 una investigación de tipo descriptivo-correlacional, en la que participaron 97 alumnos de Educación Secundaria Obligatoria. Resultados: El análisis estadístico refiere que la mayor parte de la muestra (98,9%), manifiesta niveles medios y altos de autoestima. Con respecto a la ansiedad estado y rasgo, los valores se sitúan en gran medida en un nivel medio, (55,7%) y (60,8%), respectivamente. Conclusiones: La relación entre autoestima y ansiedad, es negativa y estadísticamente significativa, observando que a una mayor autoestima los estudiantes presentan menor ansiedad estado y rasgo.Abstract: Background:The adolescence as the stage of transition to the adulthood is characterized by the change. Those, go through a big range of emotional states, which can bring with them the development of self-esteem problems and answers poorly adapted to particular situations. These concepts, especially that of self-esteem, are characterized by their ambiguity. There isn’t consensus in the definition. But, this doesn`t exempt the educational contexts from working on them, because there are many benefits for students: happiness and mental health, greater leadership, relaxation and self-control, school performance, better social relationships and communicate more fluently. Previous studies reveal effects on educational performance and coexistence. The educational context is alongside the family context, a reference in the training and acquisition of strategies for those problematic situations which at the same time can affect the academic performance. Method:With the aim of valuing the level of self-esteem of the students through of RSE (Rosenberg´s self-esteem) and analyzing the influence of this in the level of anxiety that it was determined through STAI (State Trait Anxiety Inventory), conducted a descriptivecorrelational research in the academic year 2015-2016, in which 97 students of Compulsory Secondary Education participated. Results: The statistical analysis refers that the major part of the sample (98,9%), manifest high and medium levels of self-esteem. However, there are no differences according to gender and age. Regarding the state and feature anxiety, the values tend to be in a medium level, (55, 7%) and (60,8%), respectively. Conclusions:The relation/link between self-esteem and anxiety is negative and statistically meaningful, observing that the higher the self-esteem, the lower state and feature anxiety shown by the students.Universidad de Granada. Departamento de Psicología Social. Proyecto de Innovación Docente ReiDoCre