SciELO - Scientific Electronic Library Online

 
vol.4 número1Reflexões sobre a visita médica em um hospital-escolaA construção de um instrumento de avaliação das emoções para a anorexia nervosa índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

  • Não possue artigos similaresSimilares em SciELO

Compartilhar


Psicologia, Saúde & Doenças

versão impressa ISSN 1645-0086

Psic., Saúde & Doenças v.4 n.1 Lisboa jul. 2003

 

Estudio de la Validez Interna y Externa de un Cuestionario

sobre Conductas Problemáticas para la Convivencia según el Profesor

J. Peralta*, M.D.Sánchez, M.V. Trianes, & J. de la Fuente

Departamento de Psicología Evolutiva y de la EducaciónUniversidade de Málaga e Universidade de Almeria, Espanha

 

Estudo da Validade Interna e Externa de uma Tipologia sobre

Condutas Problemáticas para a Convivência Escolar segundo o Professor

RESUMO: Foi realizada uma pesquisa baseada na análise das partes de disciplinas que são emitidas pelos professores em dois institutos da província de almeria, Espanha. A partir deste material foi elaborada uma tipologia com as seguintes categorias: conduta indisciplinada, conduta anti-social, maltrato entre iguais e condutas disruptivas. O propósito do estudo é o de analisar a validade e a fidedilidade do instrumento para a avaliação de problemas de convivência nos centros escolares, a partir do ponto de vista dos professores. Para isso, além de estudar a consistência interna, foi realizada uma análise para delimitar grupos diferentes de sujeitos a partir da tipologia e ver se diferem numa medida de competências sociais a partir também da avaliação do professor. A tipologia diferencia suas categorias no que se refere à competência social avaliada pelo professor, delineando-se como um interessante instrumento capaz de integrar a convivência em centros escolares, que hoje supõem perspectivas de estudo separadas.

Palavras chave: Avaliação, Competência social, Conduta antisocial, Professores.

 

 

Internal and External Validity of Teachers' Questionnaire about

Problem Behaviours for the Interpersonal Relationship in High School

ABSTRACT: A poll based on the analyses of discipline reports was made up. These reports are given by teachers of two public high schools in Almeria. Starting from this material, a questionnaire including the following categories was elaborated: undisciplined, antisocial, bullying and disruptive behaviour. The objective of this study is to analyse the validity and reliability of such instrument for the evaluation of interpersonal relationship problem at high school, according to teachers. In order to do this, we have studied the internal consistence. This typology differs its categories according a measure of social competence evaluated by teacher. In this way, we can consider it as an interesting instrument, capable of integrate the evaluation of different problem relational behaviours in high school, nowadays these problems are supposed from different perspectives of study.

Key words: Antisocial behavior, Assessment, Social competence, Teachers.

 

 

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

 

REFERENCIAS

 

Achenback, T.M. (1991). Comorbidity in child and adolescence psychiatry: Categorical and quantitative perspectives. Journal of Child and Adolescent Psychopharmacology, 1, 272-278.         [ Links ]

Alsaker, F. (1993). Bully/victim problems in day care centres, measurement issues and associations with children's psychosocial health. Paper presentado en el Biennial Meeting of the Society for Research in Child Development. Nueva Orleans.

Boulton, M.J., & Underwood, K. (1992). Bully/victim problems among middle school children. British Journal of Educational Psychology, 62, 73-87.

Boivin, M., Poulin, F., & Vitaro, F. (1994). Bully/victim problems among middle school children. British Journal of Educational Psychology, 62, 73-87.

Calvo, P. (2002). La disciplina en secundaria: Un programa de intervención. Tesis doctoral. Universidad de Las Palmas de Gran Canaria.

Cavell, T.A. (1990). Social adjustment, social performance and social skills: A tri-component modelo of social competence. Journal of Clinical Child Psychology, 19, 111-122.

Farrington, D.P. (1989). Early predictors of adolescent aggression and adult violence. Violence and Victims, 4, 79-100.

Farrington, D.P. (1993). Understanding and preventing bullying. In M. Tonry (Ed.), Crime and justice: A review of research (vol. 17, pp. 381-458). Chicago: University of Chicago Press.

Farrington. D.P., & West, D. (1990). The Cambridge study in delinquent development a long-term follow-up of 411 London males. In H.J. Kerner & G.Kaiser (Eds.), Criminality: Personaliy, behavior and life history. Berlin: Springer Verlag.

Fernández, I. (1999). Prevención de la violencia y resolución de conflictos. Madrid: Narcea.

Fernández, I. (2001). Guía para la convivencia en el aula. Madrid: Ciss-praxis.

Ford, M.E. (1982). Social cognition and social competence in adolescence. Development Psychology, 18, 323-340.

Gingres, M. (1990). Elaboration d'une stratégie d'evaluation des besoins d'education à la carrière chez la finissants du secondaire. Tesis Doctoral. Sherbrooke: Université de Sherbrooke.

Gresham, F.M. (1986). Conceptual and definitional issues in the assessment of social competence in children. In P.S. Strain, M.J. Guralnick, & H.M. Walker (Eds.), Children's Social Behavior. New York: Academic Press.

Gresham, F.M., & Cavell, T.A. (1986). Assessing adolescent social skills. In R.G. Harrington (Ed.), Testing adolescents: A reference guide for comprehensive psychological assessments (pp. 93-123). Kansas City: Test Corporation of America.

Hoover, J.H., Oliver, R., & Hazler, R.J. (1992). Bullying: Perceptions of adolescent victims in the Midwestern USA. School Psychology International, 13(1), 5-16.

Kazdin, A.E., & Buela-Casal, G. (1996). Conducta antisocial. Madrid: Ed. Pirámide.

Kenrick, D.T., & Strinfeld, D.O. (1980). The role of poor peer relationship in the development of disorder. In S.R. Asher & J.D. Coie (Eds.), Peer Rejection in Childhood (pp. 274-305). New York: Cambridge University Press.

Kochenderfer, B.D., & Ladd, G.W. (1996). Peer victimization: Manifestations and relations to school adjustment in kindergarten. Journal of School Psychology, 34, 267-283.

Ledingham, J.E., & Younger, A.J. (1985). The influence of the evaluator on assessment of children's social skills. In B.H. Schneider, K.H. Rubin, & J.E. Ledingham (Eds.), Children's Peer Relations: Issues in Assessment and Intervention (pp. 111-124). New York: Springer-Verlag.

McConaughy, S.H., & Skiba, R.J. (1993). Comorbidity of externalizing and internalizing problems. School Psychology Review, 22, 421-426.

McConnell, R.S., & Odom, S.L. (1986). Sociometrics: Peer-referenced measures and the assessment of social competence. In P.S. Strain, M.J. Guralnick, & H.H. Walker (Eds.), Children's Social Behavior (pp. 215-284). New York: Academic Press.

Merrell, K.W. (1993). Using behavior rating scales to assess social skills and antisocial behavior in school settings: Development of the school social behavior scales. School Psychology Review, 22(1), 115-133.

Olweus, D. (1993). Bullying at school: What know and what we can do. Oxford: Blackwell.

Ortega, R. (2000). Violencia escolar: Mito o realidad. Sevilla: Mergablum, Edición & Comunicación.

Slee, P.T. (1995). Peer victimization and its relationship and its relationship to depression among Australia primary school students. Personality and Individual Differences, 18(1), 57-62.

Smith, P.K. (1989). The silent nightmare: Bullying in school peer groups. Comunicación presentada al congreso annual de la British Psychological Society. London.

Smith, P.K., Morita, Y., Junger-Tas, J., Olweus, D., Catalano, R., & Slee, P. (1999). The nature of school bullying. Londres: Routledge.

Tremblay, R.E., Kurtz, L., Masse, L., Vitaro, F., & Phil, R.O. (1995). A bimodal preventive intervention for disruptive kindergarten boys: It's impact through adolescence. Journal of Consulting and Clinical Psychology, 63(4), 560-568.

Trianes, M.V. (2000). La violencia en contextos escolares. Archidona: Aljibe.

Trianes, M.V., Muñoz, A., & Sánchez, A. (2001). Educar la convivencia como prevención de violencia interpersonal: Perspectiva de los profesores. Revista Interuniversitaria de Formación de Profesorado, 41, 73-93.

Trianes, M.V., Blanca, M.J. Muñoz, A., García, B., Cardelle-Elawar, M., & Infante, L. (2002). Relaciones entre evaluadores de la competencia social en preadolescentes: Profesores, iguales y autoinformes. Anales de Psicología, 18(2), 197-214.

 

 

*Contactar para E-mail: triatorr@uma.es