School climate and self-concept in peruvian adolescents: a developmental and contextual analysis.

Abstract

Adolescence is a fundamental stage in identity formation. This study examines how different dimensions of the school climate influence the development of self-concept among Peruvian adolescents, all within the bioecological framework proposed by Bronfenbrenner. Using a cross-sectional correlational design, 224 students (50% female, 50% male; M=15.42 years) from a public school in northern Peru were evaluated in 2025. The School Climate Scale, the Garley Self-Concept Questionnaire, and a sociodemographic questionnaire were administered. A paradox was identified: a moderately adequate school climate (M=50.98±3.64) coexists with low levels of self-concept (M=123.87±20.56), particularly in the physical and intellectual dimensions. A negative correlation was observed between school climate stability and intellectual self-concept (r=-0.206, p<0.002), suggesting that overly structured environments may hinder the development of academic identity. Furthermore, gender differences in personal self-assessment favored males (p=0.01), reflecting socialization patterns that persist in Latin American contexts. Conclusion: The balance between structure and autonomy emerges as a key element in the development of self-concept during adolescence. Gender differences highlight the importance of considering sociocultural factors in the identity formation process. These findings have significant implications for designing school environments that promote healthy development during this critical stage, particularly in contexts where identity formation is influenced by shifting cultural values.