ABSTRACT
Resumen Este trabajo presenta la adaptación y validación española del Cuestionario Sociométrico Guess Who 4 (GW4) (Mavroveli, Petrides, Sangareau, & Furnham, 2009), que evalúa la reputación social en el contexto del grupo-aula, fundamentado en la técnica de evaluación por pares de Coie & Dodge (1988). La muestra se compone de 668 alumnos de tercero a sexto de Educación Primaria, y edades comprendidas entre 7-13 años (M= 9.6, DT= 1.11). Se analizan las correlaciones del GW4 con problemas emocionales y de conducta infantil, y rendimiento académico, en función del sexo. Los resultados avalan la fiabilidad y validez criterial del instrumento para la evaluación breve de la competencia social, con fines de investigación o de aplicación en la práctica de la evaluación psicoeducativa y la orientación psicopedagógica.
Abstract This paper presents the Spanish adaptation and validation of the Guess Who 4 Sociometric Questionnaire (GW4) (Mavroveli, Petrides, Sangareau, and Furnham, 2009), which assesses the social reputation in the context of group-classroom, based on the peer assessment technique by Coie and Dodge (1988). The sample consists of 668 students from third to sixth of primary education, aged 7-13 years (M =9.6, SD=1.11). GW4 correlations with emotional and behavioral problems of child and academic performance are analyzed. The results support the reliability and criterion validity of the instrument as a brief assessment of social competence, for use in research or application to psychoeducational assessment and counseling.
Subject(s)
Child , Sociometric Techniques , Education, Primary and Secondary , Social SkillsABSTRACT
Mediante un diseño de investigación descriptivo correlacional se exploran las relaciones entre bienestar psicológico (BP), prácticas docentes con efectos motivacionales orientadas al aprendizaje (PDEM-A) y clima mo-tivacional de clase orientado al aprendizaje (CMC-A), en un grupo de 46 profesores y 1.266 estudiantes. Las medias de las tres variables se ubicaron significativamente por sobre el punto central del rango de respuestas. Se encontró correlación significativa entre BP y PDEM-A r(46) = 0.61, p = 0.01; y no hubo relación entre PDEM-A y CMC-A ni entre BP y CMC-A. Considerar el BP del profesor puede ser relevante para facilitar su disposición hacia las PDEM-A, aunque la relación de estas prácticas con la percepción de los alumnos debe considerarse con mayor detalle.
Relationships between psychological well-being (PWB), learning-oriented motivational teaching practices (LMTP) and learning- oriented motivational classroom climate (LMCC) was explored using co-relational design, in 46 teachers and 1,266 students. The means of the three variables were significantly located above the central point of the response range. Correlation was found between PWB and LMTP r(46) = 0.61, p < 0.01, but there was no significant relationship between LMTP and LMCC, nor LMCC and PWB. To take into account teachers PWB could be relevant to facilitate their disposition toward LMTP, although the relationship of these practices with student's perceptions should be considered in more detail.
Subject(s)
Social Welfare , Faculty , MotivationABSTRACT
La investigación sobre agresión entre escolares (bullying) tiende a poner énfasis en las características individuales de agresores y víctimas, y no así en las características contextuales. En este artículo presentamos evidencia de que el clima de aula es un factor predictor de la percepción de agresión entre escolares. Se aplicaron instrumentos de autopercepción y heteropercepción de intimidación y victimización de 444 estudiantes chilenos de séptimo y octavo básico, y se analizó el efecto de la percepción del clima de su sala de clases sobre estos indicadores. Para intimidación, el modelo de regresión fue significativo aún después de controlar el nivel socioeconómico y explicó el 40.1 % de la varianza y para victimización, el 33.5 %. Específicamente, fueron las dimensiones de fricción, satisfacción y competencia las que incidieron en la intimidación y victimización entre pares. Estos resultados son discutidos en el marco de la investigación sobre victimización entre pares desde una perspectiva social-ecológica.
Research on peer aggression (bullying) places emphasis on individual characteristics of aggressors and victims, and scarcely on context variables. This article provides evidence of classroom climate acting as predictor of perceived peer aggression. 444 students enrolled in sixth, seventh, and eight grade were administered instruments measuring self-reported and peer-reported intimidation and victimization. We analyzed the effect of classroom climate on these indicators. For intimidation, the regression model proved significant even after controlling for socioeconomic status, and explained 40.1 % of variance; and for victimization, 33.5 % of variance. Specifically, the dimensions of classroom climate associated with peer aggression were friction, satisfaction, and competitiveness. These results are discussed within the framework of research on peer aggression from a social-ecological perspective.
ABSTRACT
O objetivo deste estudo foi adaptar e validar a Escala sobre o Clima para Criatividade em Sala de Aula para alunos da 5ª série do ensino fundamental. O instrumento foi aplicado em 504 alunos de escolas públicas e particulares do Distrito Federal, a fim de se avaliar o clima de sala de aula na disciplina de língua portuguesa e de matemática. Os resultados da análise fatorial confirmatória indicaram três dimensões associadas ao clima de sala de aula para criatividade: estímulo do professor à criatividade, autopercepção do aluno sobre características criativas e motivação do aluno para aprendizagem. Os valores de alfa de Cronbach oscilaram entre 0,69 e 0,88. Conclui-se que o modelo de três fatores é adequado, e, portanto, a escala pode ser utilizada para pesquisa e avaliação do quanto o clima de sala de aula favorece o desenvolvimento da criatividade.
The purpose of this study was to adapt and validate the Classroom Climate for Creativity Scale for 5th grade Elementary School students. The instrument was administered to 504 students, from both public and private schools in the Federal District of Brasilia, in order to assess the classroom climate in the subjects of Portuguese and Mathematics. The results of the confirmatory factor analysis showed three dimensions associated with classroom climate for creativity: teacher's stimulus to creativity, student's self-perception of creative characteristics and student's motivation for learning. The alpha coefficient values varied between 0.69 and 0.88. It was concluded that the three-factor model is adequate and, therefore, the scale can be used for research and assessment of the extent to which classroom climate enhances creativity.