Conductas disruptivas desde la óptica del docente: validación de una escala / Disruptive behaviours from teacher’s perception: validating a scale

En los últimos años han aumentado significativamente las dificultades para impartir clases, debido a lo que se conoce como disrupción en el aula. Prueba de ello son las numerosas publicaciones recientes en torno al tema, así como la frecuencia con la que dicha cuestión aparece en los medios de comunicación. El objetivo principal de esta investigación consiste en validar una escala con el propósito de conocer objetivamente la opinión de los profesionales de la educación sobre las conductas disruptivas en el aula. Teniendo en cuenta literatura previa y utilizando un panel de expertos, se desarrolló una nueva escala de 15 ítems. Se aplicó a una muestra de 346 profesionales, con una media de edad de 43 años. Se llevó a cabo un análisis factorial exploratorio, un análisis de componentes principales y un análisis de correlaciones entre factores. Dichos análisis han permitido comprobar que la estructura factorial de las escalas converge con los factores previstos y reafirma su peso y nivel de confianza. Todo ello permite concluir que la escala es válida para medir la óptica del profesorado respecto a la cuestión objeto de estudio. Los datos indican un óptimo ajuste de la estructura tridimensional para los ítems de la escala

In recent years difficulties in the field of teaching have increased considerably, due to what it is known as disruptive classroom behaviour. Proof of this can be seen in the fact that this topic is the focus of numerous recent studies and also in the fact that this question appears frequently in the media. The main purpose of this study is to validate a scale in order to know objectively the views of educational professionals about disruptive classroom behaviours. Taking into account previous literature and working with a panel of experts, a new scale of 15 items was developed. The scale was distributed to a sample composed of 346 professionals with an average age of 43. An exploratory factor analysis, a principal components analysis and an analysis of correlations between factors were applied. Such analyses have confirmed that the factorial structure of the scales converges towards the anticipated factors and it reaffirms its weight and confidence level. It can be concluded from this that the scale is valid for measuring the perception of teachers regarding the question being studied. The data indicates an optimum fit of the three-dimensional structure to the items of the scale

Teachers´perception of disruptive behaviour in the classsrooms / Percepción de los docentes sobre las conductas disruptivas en las aulas de Educación Primaria

BACKGROUND: Disruptive behaviour is becoming more frequent in the classroom and is specifically associated with behaviours that hinder and obstruct the teaching-learning process. The main purpose of this paper was to investigate teachers' perceptions of this question. More specifically, we sought to observe how teachers rate the measures proposed to improve teaching, to find out which forms of schooling are preferred so as to address disruption, to identify its causes and to analyse whether there are differences arising from teacher characteristics. METHOD: 346 participants completed a disruptive-behaviour Likert-scale. The average age is 43.47, 82.9% female and 13.6% male. RESULTS: All measures are widely accepted, but there are differences in the priority given, the ideal forms of schooling is ordinary centres, although differences still exist depending on teacher characteristics; all the causes of increased problems are highly rated, with the absence of rules and limits in the family standing out. CONCLUSIONS: Teachers are calling for improvements and institutional support. Any forethought on how to improve the quality of the education system should take into account the results of this study

ANTECEDENTES: el fenómeno de la disrupción es cada vez más habitual en las aulas y se asocia específicamente a conductas que dificultan y obstaculizan el proceso de enseñanza-aprendizaje. El objetivo principal de esta investigación consiste en analizar la percepción del profesorado sobre esta cuestión. Específicamente se trata de observar qué valoración dan a las medidas propuestas para mejorar la docencia, examinar qué modalidades de escolarización consideran más idóneas para afrontar la disrupción, determinar sus causas y analizar si existen diferencias según las características del profesorado. MÉTODO: 346 participantes respondieron a una escala de conductas disruptivas tipo Likert. La edad media es de 43,47, siendo el 82,9% mujeres y el 13,6% hombres. RESULTADOS: las medidas propuestas para la mejora de la docencia son ampliamente aceptadas, existiendo diferencias en su priorización; la modalidad de escolarización idónea es la de centros ordinarios, existiendo diferencias de opinión, según las características del profesorado; y todas las causas del incremento de problemas son altamente puntuadas, destacando la falta de normas y límites en el entorno familiar. CONCLUSIONES: los profesores demandan mejoras y necesidad de apoyo institucional. Toda reflexión previa sobre cómo mejorar la calidad del sistema educativo podría tener en consideración los resultados de este estudio

Teachers' perception of disruptive behaviour in the classrooms.

BACKGROUND: Disruptive behaviour is becoming more frequent in the classroom and is specifically associated with behaviours that hinder and obstruct the teaching-learning process. The main purpose of this paper was to investigate teachers’ perceptions of this question. More specifically, we sought to observe how teachers rate the measures proposed to improve teaching, to find out which forms of schooling are preferred so as to address disruption, to identify its causes and to analyse whether there are differences arising from teacher characteristics. METHOD: 346 participants completed a disruptive-behaviour Likert-scale. The average age is 43.47, 82.9% female and 13.6% male. RESULTS: All measures are widely accepted, but there are differences in the priority given, the ideal forms of schooling is ordinary centres, although differences still exist depending on teacher characteristics; all the causes of increased problems are highly rated, with the absence of rules and limits in the family standing out. CONCLUSIONS: Teachers are calling for improvements and institutional support. Any forethought on how to improve the quality of the education system should take into account the results of this study.

Perfiles motivacionales y sus consecuencias en educación física. Un estudio complementario de metas de logro 2x2 y autodeterminación / Motivational profiles and their outcomes in physical education. A complementary study on 2x2 achievement goals and self-determination

El objetivo del estudio fue explorar conjuntamente los perfiles de meta y motivacionales que subyacen en una muestra de 359 estudiantes adolescentes españoles de educación física y su relación con mediadores psicológicos como la competencia percibida o la relación social, y distintos resultados motivacionales, como el esfuerzo, el aburrimiento y la intención de práctica futura. El análisis de clúster mostró cuatro perfiles motivacionales: “metas de maestría”, “metas de logro altas”, “metas de rendimiento”, y “metas de logro bajas”. El cluster de “metas de logro altas” se mostró como el más autodeterminado, seguido del clúster de “metas de maestría”, obteniendo ambos los resultados más positivos en términos de relación, competencia percibida, esfuerzo, e intención de práctica futura. El cluster de “metas de logro bajas” resultó el más controlado motivacionalmente y junto con el de “metas de rendimiento”, fueron los más desadaptativos. Se sugiere que los profesores deberían priorizar las metas de maestría sin menospreciar la promoción asociada de las metas de rendimiento (AU)

he aim of this study was to explore the goals and motivational profiles of a sample of 359 Spanish adolescent physical education students, and their relationship with psychological mediators such as perceived competence or social relationship, and motivational outcomes such as effort, boredom, and the intention of future practice. Cluster analysis revealed four motivational profiles: “Mastery goals”, “High achievement goals”, “Performance goals” and “Low achievement goals”. The “High achievement goals” cluster was the most self-determined, followed by the “Mastery goals” cluster. Both earned the most positive results in terms of relationship, perceived competence, effort, and intention of future practice. The “Low achievement goals” cluster was the most motivationally controlled, and together with the “performance goals” cluster were the most maladaptive. It is suggested that teachers should prioritize mastery goals without neglecting the associated encouragement of performance goals (AU)