ABSTRACT
El trabajo se enmarca en el proyecto de investigación UBACyT, denominado "Las reformas en el gobierno del sistema educativo: el rol del Estado en la educación y la pluralidad de centros de regulación en las jurisdicciones. Período 2003 2015", bajo la Dirección del Dr. Guillermo Ruiz. El objetivo principal es identificar las competencias definidas para el Estado nacional y las jurisdicciones en el marco regulatorio nacional y federal sobre convivencia y abordaje de la conflictividad social en las instituciones educativas aprobado durante el período 2003 a 2015. La metodología empleada fue el relevamiento y el análisis de contenido de los documentos normativos nacionales y federales y el análisis de su impacto en las prácticas concretas de las instituciones. Se encontró que el marco normativo federal, ampliamente desarrollado, define orientaciones generales para el desarrollo de intervenciones específicas en el plano institucional; es decir, las instituciones educativas se configuran como escenario estratégico de intervención, en un sistema educativo descentralizado, frente al cambio de modelo en el abordaje de la convivencia escolar: del modelo disciplinario al participativo.
This paper is part of the research project UBACyT, entitled "Reforms in the government of the educational system: the role of the State in education and the plurality of regulatory centers in jurisdictions. Period 2003 - 2015" under the direction of Dr. Guillermo Ruiz. The main objective is to identify the competences defined for state and jurisdictions in the light of the national and federal regulatory framework on school life and approach social conflict in educational institutions approved between 2003-2015. The methodology used was the survey and content analysis of the national and federal normative documents and the analysis of their impact on the concrete practices of the institutions. It was found that the federal regulatory framework, widely developed, defines general guidelines for the development of specific interventions at the institutional level; that is, the educational institutions are configured as a strategic intervention scenario, in a decentralized education system, against the change of model in the approach to school life: from the disciplinary model to the participatory model.
Subject(s)
Schools , Modernization of the Public Sector , EducationABSTRACT
Tras un repaso del conocimiento actual acerca del acoso y la exclusión social entre escolares, como problemas de grupo, se revisan los estudios que han explorado la naturaleza y las consecuencias de este tipo de relación con el alumnado con alguna discapacidad. De esta revisión, se deriva que la incidencia de víctimas es mayor comparada con la del alumnado sin discapacidad, y que el modo en que se manifiesta el abuso de poder entre iguales, así como el tipo de persona a quien se acude en busca de ayuda es diferente según el tipo de discapacidad, sea sensorial, motriz o del desarrollo (intelectual, del habla o comunicación, del espectro autista). El artículo presta especial atención a cómo afectan los abusos entre iguales al alumnado con trastornos del espectro autista y se presentan los tipos de intervención que, centrados en el grupo de pares, han mostrado su eficacia para cambiar el clima de relaciones del grupo.
Starting with an overview of the current scientific knowledge of peer bullying and social exclusion in schools, considered as a group problem, research on the nature and consequences of this negative relationship among students with any kind of disability is reviewed. The review shows a higher incidence of victims among Special Educational Needs (SEN) students compared with non-SEN students, together with differences not only in how the abuse takes place among peers, but also in relation to the person the victim goes to for help, depending on the type of disability of the victim -sensory, motor or developmental (intellectual, speech or communication, autistic spectrum disorders). The article focuses especially on how peer abuse affects pupils with Autistic Spectrum Disorders, and efficient types of intervention focusing on the peer group to change group relationships are presented.
Depois de um repasso do conhecimento atual sobre o acosso e a exclusão social entre escolares, como problemas de grupo, são revisados os estudos que tem explorado a natureza e as consequências de este tipo de relação com o alunado com alguma deficiência. De esta revisão, deriva-se que a incidência de vítimas é maior comparada com a do alunado sem deficiência, e que o modo em que o abuso de poder é manifestado, assim como o tipo de pessoa a quem se vai em procura de ajuda, é diferente segundo o tipo de deficiência, seja sensorial, motriz ou do desenvolvimento (intelectual, da fala ou comunicação, do espectro autista). O artigo presta especial atenção para como afetam os abusos entre iguais no alunado com transtornos do espectro autista e se apresentam os tipos de intervenção que, centrados no grupo de pares, tem mostrado sua eficácia para mudar o clima de relações do grupo.
Subject(s)
Humans , Asperger Syndrome , Intellectual DisabilityABSTRACT
La educación chilena es altamente segregadora, lo que dificulta la construcción de sociedades cohesionadas y democráticas. La investigación corresponde a un diseño mixto, secuencial y bietápico que indagó la relación entre segregación (selección y nivel socioeconómico) y calidad de la convivencia escolar, tomando como muestra las 200 escuelas PISA 2009. Los resultados evidencian peores ambientes escolares en las escuelas municipales, de niveles socioeconómicos bajos y no selectivos, donde los estudiantes se sienten estigmatizados y discriminados por variables académicas, familiares y políticas. Se discute la necesidad de revisar la política educativa que incentiva la competencia entre escuelas por rendimiento académico y formar en educación cívica para avanzar hacia escuelas más integradas y con ello a sociedades más justas y democráticas.
Chilean education is highly segregated, making it difficult to construct cohesive and democratic societies. Through a mixed-method sequential design we explored the relationship between segregation (selection and socioeconomic level) and quality of school climate, taking as example the 200 Chilean schools who participated in the PISA 2009 test. The results evidence worst school environments in public, non-selective and low socioeconomic status schools, where students feel stigmatized and discriminated by academic, social, family and political variables. We discuss the need to revise the education policy that encourages competition among schools for academic performance and training in civics to move towards more integrated schools and more democratic societies.
ABSTRACT
The purpose of this study was to evaluate the association between oral health-related quality of life and school life satisfaction in high school students. A questionnaire-based survey was conducted on high school students in Daegu, South Korea from November to December, 2015, and final data from 432 students was analyzed. Analysis of oral health-related quality of life in terms of general characteristics showed that both academic achievement and stress were significant factors (p<0.05). With respect to school life satisfaction, academic achievement was found to be a highly significant influencing factor (p<0.01). Correlation analyses of oral health-related quality of life with various factors of school life satisfaction showed positive correlations with personal relationships, educational learning environment, social support. Regression analysis of school life satisfaction showed that academic achievement and oral health-related quality of life were influencing factors. These results indicate that oral health-related quality of life may play a significant role in school life satisfaction.
Subject(s)
Humans , Korea , Learning , Quality of Life , Social EnvironmentABSTRACT
Objective To understand the prevalence of physical activity deficiency and its association with depressive, anxiety symptoms and dissatisfaction of school life among adolescents in Shaoxing, Zhejiang province. Method A total of 3 397 valid questionnaires from adolescents from 80 classes of 2 middle schools (including 1 420 urban and 1 977 town adolescents) were investigated for the study, their average age was (13.73±1.01) years. The Depression Self-rating Scale for Children (DSRSC) and Screen for Child Anxiety Related Emotional Disorders (SCARED) were used to assess the mental health status, while the dissatisfaction of school life was evaluated by the School Life Satisfaction Rating Questionnaire for Adolescent (SLRQA), and the data were analyzed by descriptive statistics and multivariate logistic regression models. Result The self-reported proportion of 3 397 adolescents with physical activity deficiency reached 78.5%, and the prevalence rate of depressive, anxiety symptoms and school life dissatisfaction were 55.2%, 18.9% and 31.1%, respectively. Adjusting on other potential confounders, the result of multivariate logistic regression showed that girls engaged in less physical activities, the OR value (95%CI) was 1.597 (1.348-1.892), while the adolescents with town census register and adolescents having six or more close friends participated in more physical activities, their OR values were 0.785 (0.661-0.931) and 0.565 (0.355-0.900), and insufficient physical activity was positively associated with depressive, anxiety and dissatisfaction of their school lives, their OR values were respectively 1.783 (1.506-2.105), 2.141 (1.664-2.755) and 1.337 (1.101-1.621). Conclusion High prevalence of physical activity deficiency appeared among adolescents in Shaoxing and was closely related to the presence of depressive, anxiety symptoms and school life dissatisfaction.
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In this cross-sectional study, we analyse the relationship between personality, which was operationalized in the PSY-5 dimensions of the Minnesota Multiphasic Personality Inventory - Adolescent (MMPI-A) and the way students live their lives at school, expressed through indicators of achievement, integration, and overall satisfaction. A total of 351 students, aged 14-18 years, participated in the study. The instruments were the Portuguese version of the MMPI-A and the School Life Questionnaire. Results show a pattern of significant relationships between personality traits and school life, being Disconstraint and Introversion the personality dimensions that stood out mostly in the explanation of school life variables results. Results are analysed considering the importance of personality for the development of more or less adaptive pathways in adolescence.
Neste estudo transversal, analisamos a relação entre a personalidade, operacionalizada nas dimensões PSY-5 do Inventário Multifásico da Personalidade de Minnesota - Adolescente (MMPI-A), e o modo como os adolescentes vivenciam o seu percurso escolar, expresso em indicadores de desempenho, integração e de satisfação global. Participaram no estudo 351 estudantes com idades entre os 14 e os 18 anos. Os instrumentos foram a versão portuguesa do MMPI-A e o Questionário sobre o Percurso Escolar. Os resultados revelam um padrão de relações significativas personalidade-vida escolar, destacando-se as dimensões da personalidade Desinibição e Introversão na explicação da maioria dos resultados das variáveis escolares. Os resultados são analisados considerando a importância da personalidade para a definição de trajetórias de desenvolvimento mais ou menos adaptativas.
Subject(s)
Humans , Male , Female , Adolescent , Personality , Schools , Adolescent Behavior/psychology , Human DevelopmentABSTRACT
The objective of this study was to investigate the effect of occasional mid-morning snacks (MMS) on dietary behaviors and school life among elementary students. The students, mothers, and teachers from two elementary schools in Seoul were selected. The schools have been provided a steamed sweet-potato or potato, or a piece of ricecake or cake with a pack of milk as MMS 3-4 times a month for more than 3 years. Most students were satisfied with the MMS. Mothers and teachers reported that their children or students were happier, more active, and more energetic in school with MMS. Furthermore, the students answered that they could drink milk better on the day when the school provided MMS. Many students felt that it was relevant to serve a simple menu at lunch time if they were served MMS. Also, students became more interested in school meals or foods with MMS. In addition, mothers who had jobs wanted more frequent MMS. The degree of satisfaction about MMS of the teachers was higher than that of students or mothers. Many teachers thought that their students drank milk better with MMS and further, that it made students to drink more milk on other days. In conclusion, MMS had positive effects on the dietary behavior and school life of elementary students. Therefore, it can be a good option for eliminating skipping breakfast because it provides more nutrition, makes students drink more milk, and allows students to enjoy school activities more.
Subject(s)
Child , Humans , Breakfast , Lunch , Meals , Milk , Mothers , Snacks , Solanum tuberosum , SteamABSTRACT
PURPOSE: To identify relationship of behavioral problems, parenting practice and school life in children with atopic dermatitis. METHODS: The participants were parents of 102 school-aged children with atopic dermatitis. The instruments used were a self-reported questionnaire on K-CBCL, Childrearing Behavior Questionnaire, and measurements of relationship with friends and teachers. Descriptive, Pearson correlation and multiple regression analyses were performed. RESULTS: There was no statistically significant relationship between behavior problems for gender, age, parent's age, parent's educational level, family structure, academic achievement, and duration and severity of illness. There were significant differences in internalizing (F=3.471, P<0.05) and externalizing problems (F=3.227, P<0.05) according to economic status. In bivariate analysis, rejection-nonintervention maternal parenting practice (r=0.293, P<0.05), the relationship with friends (r=-0.297, P<0.05) and the relationship with teachers (r=-0.252, P<0.05) were significantly correlated with internalizing problems and rejection-nonintervention maternal parenting practice (r=0.257, P<0.05), rejection-nonintervention paternal parenting practice (r=0.274, P< 0.05), the relationship with friends (r=-0.275, P<0.05) and the relationship with teachers (r= -0.263, P<0.05) were significantly correlated with externalizing problems. However, the results of multiple regression analysis showed that only the relationship with friends (beta=-1.412, P<0.05) was significantly associated with internalizing problems and rejection-nonintervention maternal parenting practice (beta=-0.458, P<0.05), the relationship with friends (beta=0.402, P<0.05) were significantly associated with externalizing problems. CONCLUSION: School-aged children with atopic dermatitis who reported lower socioeconomic status, reported higher rejection-nonintervention parenting practice and had a poor relationship with friends and teachers showed higher internalizing and externalizing problems. A comprehensive intervention program for children with atopic dermatitis is recommended to promote the development of positive relationships with parents, friend and teachers.
Subject(s)
Child , Humans , Achievement , Dermatitis, Atopic , Friends , Parenting , Parents , Surveys and Questionnaires , Social ClassABSTRACT
Objective: To explore the characteristics of acculturation and its relationship to school life satisfac-tion for Hani junior and senior middle school students. Methods: The Acculturation Survey of Hani Middle School Students and School Life Satisfaction Rating Questionnaire for Adolescents were used to test 621 students in 3 senior middle schools and 2 junior middle schools from 3 different counties resided mainly by Hani people, in Honghe pre-fecture. Result: (1) The scores of acculturation and its dimensions had statistical significant difference in gender,family residence, and grade (F=3.46, 3.29, Ps<0.05). The total average scores of acculturation was more than median value for Hard students [(3.79±0.65) > median value 3] . The score of acculturation in female students was significantly higher than that in male students [(3.85±0.61)vs.(3.74±0.68), P<0.01] . The score of school educational identification in the students from rural areas was higher than that from town areas [(3.89±0.75)vs.(3.64±0.69), P<0.05]. Meanwhile, the score of Chinese familiarities in students from town was higher than that in ones from rural areas [(3.96±0.98)vs.(3.47±0.82), (3.53±0.90), P <0.05] . (2) As the graph of average data points were seen, with the transference of grades, the score of their ac-culturation appeared the winding changes. (3) The average scores of acculturation and its 3 dimensions were positively correlated with the school life satisfactions (r=0.52, 0.44, 0.51, 0.29, Ps<0.01). Multiple stepwise regression analysis showed that school life satisfaction was related to school educational identification and main-stream cultural identity. Conclusion: It indicates that female and ones lived in town have higher level of accultura-tion in Hani middle school students, and higher level of acculturation be correlated to higher level of school life sat-is faction.
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Objective:To explore the relationship among gratitude,self-esteem,and school life satisfaction of junior high school students.Methods:840 junior high school students were assessed by Gratitude Inventory,Self-Esteem Scale and School Life Satisfaction Rating Questionnaire.Results:① There were significant discrepancies between different gender,grade and school types in school life satisfaction.②Total score of gratitude,and three dimensions of gratitudepeople orientation,things orientation,morality orientation,and self-esteem were related to school life satisfaction.③ Hierarchical regression indicated that standard regression coefficient of people orientation gratitude,things orientation gratitude and self-esteem on school life satisfaction was positive and significant (?=0.12、0.13、0.36,P