Dimensional Self-Concept and Its Associated Factors Among Social Sciences University Students

Introduction: Dimensional self-concept gathers different aspects of self-evaluation. Multidimensional self-concept is shaped and adjusted by the individual's experiences and reflections on different spheres of life, in which schooling plays an important mediating role. Objective: To assess the dimensional self-concept of university students majoring in social sciences and identify the academic factors associated with it. Method: This is an empirical study of an analytical and explanatory nature with a cross-sectional design. A non-probabilistic convenience sampling method was used, involving 572 Mexican undergraduate students. Results: Descriptive analysis indicates uncertainty in self-perception, while the areas with the highest ratings were honesty and self- fulfillment, and the least valued were general self-concept and autonomy. The associated factors identified by the multifactorial analysis were academic major related to self-concept in physical strength and self-realization. Gender is associated with physical attractiveness, physical strength, emotional adjustment, and autonomy; high school education is associated with general self-concept, verbal academic self-concept, and emotional adjustment. Bachelor's degree education is linked to general self-concept, verbal and mathematical academic self-concept, and academic area to verbal and mathematical academic self-concept. Conclusions: There is a need for university studies to play a more decisive role in overall self-concept, particularly in the verbal academic, mathematical academic, and autonomy dimensions.