Conducta prosocial y motivación académica en estudiantes españoles de educación secundaria obligatoria

Inglés, Cándido J.; Martínez-González, Agustín Ernesto; Arias, Antonio Valle; Garcı́a-Fernández, José Manuel; Esteban, Cecilia Ruíz

doi:10.11144/javeriana.upsy10-2.cpma

Cited by 55 publications

(57 citation statements)

References 18 publications

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“…This behavior exerts an inhibitory effect on antisocial and maladaptive behaviors and has a driving effect on social competence, contributing to the establishment of positive interpersonal relationships [67][68][69]. It has also shown a positive relationship with academic performance; it improves sociometric status, in that prosocial students are more accepted by their peers; it favors self-concept and academic self-efficacy and the use of various learning and studying strategies; and it is related to academic motivation and well-being and personal satisfaction [70][71][72]. In addition, some evidence points to significant differences in adolescent prosocial behavior based on gender, with higher levels of prosocial behaviors among women than among men [67,72].…”

Section: Behavioral Adjustment-prosocial Behaviormentioning

confidence: 99%

Parental Involvement as a Protective Factor in School Adjustment among Retained and Promoted Secondary Students

Sarrato

Martínez

2019

Sustainability

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This study analyzes the relationship of parental involvement and school adjustment among secondary students considering their school integration, school satisfaction, and prosocial disposition. The analysis also considers academic performance through the grade retention. Study sample was 1043 Spanish adolescents aged between 12 and 17 years (51.5% girls, M = 14.21, SD = 1.38). A factorial (3x2x2x2) multivariate analysis of variance (MANOVA) was applied for the outcome variables of school integration, school satisfaction, and prosocial behavior, with parental educational involvement, grade retention, sex, and age as independent variables. The results show that both parental involvement and academic performance are positively related to school adjustment. In addition, parental involvement influences adolescents' school adjustment, regardless of academic performance, being a protective factor in that adjustment.Sustainability 2019, 11, 7080 2 of 16 of cognition), exert their effects on academic performance through the level of parental involvement or support in education [12][13][14]. This implication refers to parental behavior as concerns their attention and participation, at home and at school, aimed at helping children in their school learning experiences [15,16].Parental involvement in school is related, directly or indirectly, to academic performance [17,18]. These effects seem to be mediated by the perception that children have of such involvement, relating positively to their school adjustment [9,19]. For example, improvement in academic performance has been observed through improved academic motivation, school satisfaction, school commitment, self-esteem, social competence, prosocial behavior, normative adjustment, and, likewise, through a reduction in absenteeism and antisocial behaviors [20,21]. However, studies point to the existence of gender differences in terms of the assessments that the adolescent makes regarding the educational practices exercised by both parents, with a tendency to perceive the mother's educational practices more positively than those of the father's [14,22], with girls being the ones who indicate the biggest differences in this perception [23,24]. Although parental involvement has been related to school adjustment in different studies, it has not been proven to be equally effective for adolescents with good and poor academic performance. Academic PerformanceSeveral authors recognize a close connection between the adolescent's evolutionary aspect and academic decline, especially determined by the decrease in motivation and school commitment [25,26]. This process is attributed to the rapid transformation in their psychosocial and cognitive development and to the changes in some predictive variables of school achievement, such as factors related to family, social relationships, self-concept, motivation, attributional style, attitude toward studying, and learning strategies [27,28], as well as the difficulties of adapting to the secondary school social and educational context [29,30]...

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Section: Behavioral Adjustment-prosocial Behaviormentioning

confidence: 99%

Parental Involvement as a Protective Factor in School Adjustment among Retained and Promoted Secondary Students

Sarrato

Martínez

2019

Sustainability

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“…La situación de repetir algún curso no tiene gran incidencia, así como tampoco, apuntado por otros estudios, haber repetido algún curso de ESO. Cabe recordar que la literatura circunscribe esta relación a centros con un gran número de repetidores (Sullivan et al, 2014, Inglés et al, 2009, lo cual no se corresponde con el caso que nos ocupa. Sin embargo, se observan diferencias según el número de asignaturas suspendidas el trimestre anterior, marcadas por los que han suspendido 6 o más asignaturas.…”

Section: Discusión Y Conclusionesunclassified

“…Las CD son motivo de preocupación en el mundo educativo (Vega y González, 2016;Jurado y Justiniano, 2016;Jurado y Olmos, 2012;Observatorio Convivencia Escolar, 2010;Inglés et al, 2009). Los profesionales de ESO las perciben como un problema frecuente en las aulas, con consecuencias negativas para el desempeño de los procesos de enseñanza y aprendizaje (E-A), afectando al docente, el rendimiento académico de los alumnos, las relaciones sociales y la convivencia escolar en general (CCOO, 2001;Inglés et al, 2009;Jurado y Olmos, 2012;Sullivan et al, 2014;Nash, Schlösser y Scarr, 2015;Blank y Shavit, 2016;Domínguez-Alonso, Álvarez-Roales y López-Castedo, 2017). Todo ello lleva a destacar la importancia de la gestión del comportamiento del alumnado en el aula y del clima asociado.…”

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“…Todo ello lleva a destacar la importancia de la gestión del comportamiento del alumnado en el aula y del clima asociado. Las consecuencias que se asocian a estos comportamientos son diversas (Lopes et al, 2017;Sullivan et al, 2014;Jurado y Olmos, 2012;Inglés et al, 2009;CCOO, 2001), destacando: la pérdida de tiempo académico, tanto para el profesor como para los alumnos; el control y sanción de las conductas; la interrupción del proceso de E-A; el bajo rendimiento académico y fracaso escolar (Pérez-Fuentes, Gázquez, Mercader, Molero, y García, 2011). Estos fenómenos generan incomunicación en las aulas e influyen negativamente en las actitudes y expectativas de alumnos y profesorado; puede incrementar la resistencia del profesorado a innovar y emplear enfoques activos de enseñanza; y la relación directa con el absentismo de alumnos y profesores, que pueden acusar burnout, insatisfacción profesional e incluso llegar al abandono prematuro de la profesión.…”

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Conductas disruptivas en Educación Secundaria Obligatoria: análisis de factores intervinientes

Santos

Carrasco

Domínguez³

2020

Contextos educativos

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RESUMEN:El presente estudio trata de identificar y valorar qué papel juegan los factores que intervienen en la manifestación de conductas disruptivas en el aula, en alumnos de un instituto público de Educación Secundaria, desde un planteamiento metodológico descriptivo-interpretativo ex post facto bajo el principio de triangulación de fuentes de información (alumnado y docentes), utilizando cuestionarios ad-hoc al efecto.El análisis estadístico comparativo de los datos cuantitativos y el análisis de contenido e interpretación de los datos cualitativos arroja resultados sobre factores del ámbito familiar, cultural y sociodemográfico, las relaciones sociales dentro y fuera del aula, el currículum, la gestión del aula y las competencias docentes, el auto-concepto de los alumnos, el rendimiento académico y los hábitos de estudio y ocio, apuntando hacia el papel del profesorado, el centro educativo y el contexto y su interrelación en la aparición de conductas disruptivas (CD) en el aula. Se sugieren implicaciones tales como las de tener presente las conductas disruptivas como indicadores de la necesidad de mejoras en el proceso enseñanza-aprendizaje (E-A) y adecuación de la práctica en el contexto de aula. ABSTRACT:The aim of this work is to identify and evaluate the variables that take part in the disruptive behaviours of a classroom. In particular, in the framework of a Compulsory Secondary Education. The methodology PEDRO JURADO DE LOS SANTOS -ÁLVARO LAFUENTE CARRASCO -M. DELIA JUSTINIANO DOMÍNGUEZ 220 Contextos Educ., 25 (2020), 219-236 used is descriptive-interpretative ex post facto. The method is conducted under a triangulation of data sources (students-teachers), using ad hoc questionnaires.The results obtained enlighten the interceding factors in family, cultural and socio-demographic, social relations in and out of the classroom, the selfconcept of the students, the academic marks, as well as the academic and leisure habits. Besides, the study focusses on the teachers' role, the educative center and its context and its interrelation with the disruptive behaviour appearance in the classroom. In conclusion, this work suggests the required implications such as taking into account disruptive behaviours as indicators of the need for improvements in the teaching and learning process and adaptation of the practice in the classroom context.

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“…Several studies highlight the fact that socially skilled adolescents are less likely to present risk behaviors concerning either legal or illegal drugs consumption (Lemstra et al, 2010). Other studies deal with interpersonal behavior styles, distinguishing between prosocial and antisocial behavior (Inglés, Martínez-González, García-Fernández, Torregrosa, & Ruíz-Esteban, 2012). Prosocial behavior is often related to the establishment of voluntary and empathetic behaviors with the aim of promoting benefits for other individuals (Eisenberg, Fabes, & Spinrad, 2006) by several actions such as, for instance, helping another classmate with his or her homework or listening to someone's problems.…”

Section: Introductionmentioning

confidence: 99%

Public Commitment, Resistance to Advertising, and Leisure Promotion in a School-Based Drug Abuse Prevention Program: A Component Dismantling Study

et al. 2013

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The objective of the present study was to examine the contribution of three intervention components (public commitment, resistance to advertising, and leisure promotion) on alcohol and protective variables in a school-based substance use prevention program. Participants included 480 Spanish students aged from 14 to 16 who received the Saluda prevention program in one of the following five experimental conditions: complete program, program minus public commitment, program minus resistance to advertising, program minus leisure promotion, and a waiting-list control. The students completed self-report surveys at pretest, posttest, and 6-month follow-up assessments. When excluding the healthy leisure promotion component, the Saluda program showed no loss of efficacy neither on alcohol use nor on other substance-related variables, while public commitment and resistance to advertising improved the aforementioned program's efficacy.

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Conducta prosocial y motivación académica en estudiantes españoles de educación secundaria obligatoria

Cited by 55 publications

References 18 publications

Parental Involvement as a Protective Factor in School Adjustment among Retained and Promoted Secondary Students

Parental Involvement as a Protective Factor in School Adjustment among Retained and Promoted Secondary Students

Conductas disruptivas en Educación Secundaria Obligatoria: análisis de factores intervinientes

Public Commitment, Resistance to Advertising, and Leisure Promotion in a School-Based Drug Abuse Prevention Program: A Component Dismantling Study

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