International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Anorexia nervosa
Get PDFBackground: Anorexia nervosa is a mental disorder characterized by a restriction of energy intake, intense fear of gaining weight or of becoming fat and disturbance in the body self-evaluation. Objectives: To determine the relationship between Anorexia Nervosa and thephysical, behavioral, socio-cultural variables, psychological/emotional, in teenager between the ages of 8 and 26 years of age resident in mainland Portugal. Methodology: This is a quantitative, crosssectional, descriptive and correlational study with a sample of 301 teenager, of which 162 (53.8%) are the males and 139 (46.2%) female, aged between 8 and 26 years. The data collection instrument, available online, was a questionnaire with questions about demographic characterization and Diagnostic Criteria of Anorexia Nervosa (DSM-5). The ethical procedures were guaranteed. The data was processed with the SPSS program (Statistical Package for the Social Sciences) version 24 for Windows. Results: The prevalence of anorexia nervosa (individuals met the three criteria for the diagnosis of anorexia nervosa according to DSM-5) is 3.3% (60% female and 40% male). In thesample, 35.9% had body distortion, 34.2% admit being afraid of gaining weight and 10.3% have a BMI smaller than 18.5. There is a statistically significant relationship between anorexia and the happiness in losing weight, anxiety/obsession, anxiety/anxiety in meals, not like you, vomiting, self-control, perfection, self-evaluation and the lack of body weight. Conclusion: We consider pertinent the dissemination of the results counted, contributing to increased awareness and multidisciplinary intervention of careers for prevention and care to the person with this pathology so severe that affects more and more people.Introdução: A anorexia nervosa é uma doença mental caracterizada por uma restrição da ingestão alimentar, medo intenso de ganhar peso ou de engordar e uma distorção da imagem corporal. Objetivo: Determinar a relação entre a Anorexia Nervosa e as variáveis físicas, comportamentais, socioculturais, psicológicas/emocionais, nos indivíduos com idades compreendidas entre os 8 e os 26 anos de idade residentes em Portugal Continental. Métodos: Estudo quantitativo, transversal, descritivo e correlacional numa amostra não probabilística de 301 indivíduos, dos quais 162 (53,8%) são do género masculino e 139 (46,2%) do género feminino, com idades compreendidas entre os 8 e os 26 anos. O questionário, disponibilizado online, é constituído por questões relativas à caracterização sociodemográfica e Critérios de diagnóstico da Anorexia Nervosa (DSM-5). Foram garantidos os procedimentos éticos. Os dados foram tratados com o Programa SPSS (Statistical Package for the Social Sciences) versão Windows 24. Resultados: A prevalência da anorexia nervosa (indivíduos cumpriam os três critérios de diagnóstico da anorexia nervosa segundo a DSM-5) é de 3,3%, sendo 60% do sexo feminino e 40% do sexo masculino. Dos participantes no estudo, 35,9% percecionam uma distorção corporal, 34,2% admitem ter medo de ganhar peso e 10,3% apresentam um IMC menor que 18,5. Existe uma relação estatisticamente significativa entre a anorexia e a felicidade em perder peso, a ansiedade/obsessão, a angústia/ansiedade face ás refeições, não gostar de si, vómitos, autocontrolo, perfeição corporal, autocritica e a perceção do peso corporal. Conclusão: Consideramos pertinente a divulgação dos resultados apurados, contribuindo para uma maior sensibilização e intervenção multidisciplinar dos cuidadores para a prevenção e cuidado á pessoa com esta patologia tão grave que afeta cada vez mais pessoas
Satisfacción con la vida, sintomatología depresiva, y soledad en víctimas de cyberbullying
Get PDFCyberbullying is a growing and serious problem that raises a lot of social concern. Empirical evidence shows that cybervictims show greater psychological distress, and suffer rejection from their International Journal peers. The aim of this study was to analyse the differences in the variables: life satisfaction, depressive symptomatology, and loneliness of cybervictims depending on the duration of this the cyberbullying (it has not happened to me, 1 month (or less), between 3 and 6 months, and 1 year (or more)). In addition, the predictive value of the variables under study in cybervictimization was analysed. The sample consisted of 785 adolescents (53.4% boys and 46.6% girls), between 12 and 18 years old. The results show that satisfaction with life decreases in the victims as cyberbullying continues over time. In addition, cyber victims, regardless of time, show greater depressive symptoms. The cybervictims of “1 year (or more)” are those who perceive greater loneliness. The results show the psychological and social damage of cyber victims over time. It is necessary to pay more attention to the prevention of this serious problem in the adolescence.El cyberbullying es un problema creciente y grave que suscita mucha preocupación social. Laevidencia empírica muestra que los adolescentes victimizados muestran mayor malestar psicológico, y sufren rechazo por parte de sus compañeros. El objetivo del presente trabajo fue analizar las diferencias existentes en las variables satisfacción con la vida, sintomatología depresiva, y soledad de las cibervíctimas en función de la duración de este tipo de intimidación (no me ha pasado, 1 mes (o menos), entre 3 y 6 meses, y 1 año (o más)). Además, se analizó el valor predictivo de las variables objeto de estudio en la cibervictimización. La muestra estuvo formada por 785 adolescentes (53.4% chicos y 46.6% chicas), entre 12 y 18 años. Los resultados muestran que la satisfacción con la vida disminuye en las víctimas conforme el cyberbullying se prolonga en el tiempo. Además, las cibervíctimas, independientemente del tiempo, muestran mayores síntomas depresivos, y los adolescentes ciberintimidados “1 año (o más)” son los que perciben una mayor soledad. Los resultados evidencian el daño psicológico y social de las cibervíctimas a lo largo del tiempo, así como la necesidad de prestar una mayor atención a la prevención de esta preocupante problemática
Educación y contextos vulnerables: retos y recursos para la prevención del consumo de drogas y otras adicciones
Get PDFFrom the educational context of the Scholas Occurrentes Project, and concretely, from the Chair of the Catholic University of Valencia, we consider that we must encourage and facilitate a change in education; Therefore, within this area we have to reflect on theneed for an intervention with a socioanthropological perspective to arrive at an educational intervention, based on scientific evidence and the academic-university contribution.In this context we can not ignore the reality of addictive behaviors, prioritizing and defining contextual vulnerability, from there, reaching the digital / virtual era in which our adolescents are immersed, both from the educational and social, emerging new addictive behaviors, and by “ende” new violence.Contextualize the concepts of education and vulnerability, reaching the analysis of risk factors and protection that facilitate or predispose our adolescents to the evolution or chronification of an addictive behavior. Within the educational-preventive field, we indicate levels and scopes (accepting a part of the failure in the preventive intervention that has been made in the last decades), reviewing our actions, proposing new approaches and techniques.We can not avoid a new reality: the existing digital / virtual era, generating a need to educate adolescents, considered digital natives; the development of ICT (Information and Communication Technologies) and other emerging technologies, a changing reality, with its advantages and risks, together with the appearance of techno addictions, and its consequences: “new violence from social networks”, making special mention to the Cyberbullying, problematic that from Scholas Occurrentes, worries and takes care sensitizing and acting in an educative, formative context including the teaching staff.Desde el contexto educativo del Proyecto Scholas Occurrentes, y concretando, desde la Cátedra de la Universidad Católica de Valencia, consideramos que hemos de fomentar y facilitar un cambio en la educación; por lo que dentro de este ámbito hemos reflexionar sobre la necesidad de una intervención con perspectiva socioantropológica para llegar a una intervención educativa, desde la evidencia científica y la aportación académica-universitaria.En este contexto no podemos obviar la realidad de las conductas adictivas, priorizando y definiendo la vulnerabilidad contextual, para desde ahí, alcanzar la era digital/virtual en la que nuestros/ as adolescentes se encuentran inmersos, tanto desde el ámbito educativo y social, emergiendo nuevas conductas adictivas, y por “ende” nuevas violencias.Contextualizaremos los conceptos de educación y vulnerabilidad, llegando al análisis de los factores de riesgo y protección que facilitan o predisponen a nuestros adolescentes a la evolución o cronificación de una conducta adictiva. Dentro del ámbito educativo-preventivo, señalamos niveles y ámbitos (aceptando una parte del fracaso en la intervención preventiva que se ha realizado en la últimas décadas), revisando nuestras acciones, proponiendo nuevos enfoques y técnicas. No podemos eludir una nueva realidad: la era digital/virtual existente, generando necesidad de educar al respecto a los adolescentes, considerados nativos digitales; el desarrollo de las TIC (Tecnologías de la Información y Comunicación) y otras tecnologías emergentes, realidad cambiante, con sus ventajas y sus riesgos, junto a la aparición de las tecnoadicciones, y sus consecuencias: “nuevas violencias desde las redes sociales”, haciendo especial mención al Ciberbullying, problemática que desde Scholas Occurrentes, preocupa y se ocupa sensibilizando y actuando en un contexto educativo, formativo incluyendo al profesorado
Factores de personalidad y estrategias de afrontamiento en mujeres: relaciones y diferencias
Get PDFIn this study we want to find out if the coping strategies formulated by Lazarus and Folkman (1986) are related to the personality traits of the model of the Five Personality Factors of Costa and McCrae. According to the followers of the Five Factors model, personality is involved in problem solving and coping with stress. 442 adult women from the province of León (Spain) participated in the study. Two instruments were applied: The Ways of Coping Questionnaire (WCQ) to measure the coping process and the NEO FFI to evaluate the Five factors of normal personality. The data were treated in the SPSS with descriptive and comparatives analyzes. The results show that women who use coping strategies aimed at solving the problem are those who obtain higher scores in Responsibility, Extraversion and Mental Aperture and lower scores in Neuroticism; while the higher ones in Neuroticism mainly use the Escape coping mode. En este estudio deseamos averiguar si las estrategias de afrontamiento formulados por Lazarus y Folkman (1986) se hallan relacionadas con los factores de personalidad del modelo de los Cinco Factores de Costa y McCrae a la hora de enfrentarse al burnout. Según los partidarios del modelo de los Cinco Factores, la personalidad está implicada en la resolución de los problemas y en el afrontamiento del estrés. Participaron en el estudio 442 mujeres adultas de la provincia de León (España). Se les aplicaron dos instrumentos: el Ways of Coping Questionnaire (WCQ) para medir el proceso de afrontamiento y el NEO FFI para evaluar los Cinco factores de la personalidad normal. Los datos se trataron en el SPSS con análisis descriptivos y comparativos. Los resultados reflejan que las mujeres que utilizan modos de afrontamiento dirigidos a la resolución del problema son las que obtienen puntuaciones más altas en Responsabilidad, Extraversión y Apertura mental y más bajas en Neuroticismo; en tanto que las más altas en Neuroticismo utilizan fundamentalmente el modo de afrontamiento Escape
Violencia derivada de la orientación sexual en adultos mayores
Get PDFIntroduction: People with an alternative sexual orientation to heterosexuality have suffered and continue suffering discrimination by sectors of society reluctant to accept diversity, which in certain cases, is translated into verbal or physical aggression. Socialization and heteronormative education seem to be behind, which would explain that older people (those who lived and were educated in a historical moment where society was less tolerant of affective-sexual diversity) have been victimized largely. However, the violence towards this group remains silent and we hardly have statistics that offer a reliable image of thisreality.Objective: The objective of this work is to know what percentage of the elderly have sufferedviolence due to their sexual orientation. Methodology: 449 Spaniards, between 40-70 years (M=47.21, SD=6.75), participated in this study (51.7% men, 48.3% women). In terms of orientation, 90.2% self-defined as heterosexual, 3.8% homosexual and 6% bisexual. They all completed an ad hoc questionnaire of sexual orientation and discrimination. Specifically, the discrimination was assessed through two questions: “Have you ever suffered any verbal aggression due to your sexual orientation?” and “Have you ever suffered any physical aggression due to your sexual orientation?”, both dichotomous (“Yes” / “No”).Results: Among homosexuals, 85.7% of men and 33.3% of women have suffered verbal violence due to their sexual orientation; likewise, 21.4% of men have suffered physical assaults, compared to 0% of homosexual women. Regarding bisexual people, 18.8% of men and 9.1% of women have received verbal violence, but none would report physical aggression. Finally, the percentage of heterosexual people who reported having suffered verbal aggressions due to their sexual orientation is only 3.5% in men and 1.5% in women, and only 1% of women report physical aggression. The differences in the percentage of physical and verbal aggressions according to sexual orientation reach in both cases the level p smaller than .001. Conclusions: These results confirm the significant levels of discrimination suffered by the elderly with an alternative sexual orientation to heterosexuality, especially by homosexual men. Thus, like institutions and associations develop programs to prevent LGTBI violence in young people, victimization among older adults should be addressed too, which would minimize their psychosocial impact on this group.Introducción: Las personas con una orientación sexual alternativa a la heterosexual han sufrido y siguen sufriendo discriminación por parte de sectores de la sociedad reacios a la aceptación de la diversidad, lo que en ciertos casos se traduce en agresiones verbales o físicas. La socialización y educación heteronormativa parecen estar detrás, lo que explicaría que las personas mayores (es decir, las que vivieron y se educaron en un momento histórico donde la sociedad era menos tolerante con la diversidad afectivo-sexual) hayan sido victimizadas en mayor medida. Sin embargo, la violencia hacia este colectivo permanece todavía silente y apenas disponemos de estadísticas que ofrezcan una imagen fidedigna de esta realidad. Objetivo: El objetivo de este trabajo es conocer qué porcentaje de personas mayores ha sufrido violencia debido a su orientación sexual. Metodología: 449 españoles de entre 40-70 años (M=47,21; DT=6,75) participaron en este estudio (51,7% hombres; 48,3% mujeres). En cuanto a la orientación, el 90,2% se autodefinía heterosexual, el 3,8% homosexual y el 6% bisexual. Todos ellos cumplimentaron un cuestionario ad hoc sobre orientación sexual y discriminación. En concreto, la discriminación se evaluó a través de dos preguntas: «¿Has sufrido alguna vez alguna agresión verbal debido a tu orientación sexual?» y «¿Has sufrido alguna vez alguna agresión física debido a tu orientación sexual?», ambas dicotómicas («Sí» / «No»). Resultados: Entre homosexuales, un 85,7% de hombres y un 33,3% de mujeres ha sufrido violencia verbal debido a su orientación sexual; asimismo, un 21,4% de hombres habría sufrido además agresiones físicas, frente al 0% de mujeres homosexuales. En cuanto a las personas bisexuales, un 18,8% de hombres y un 9,1% de mujeres habría recibido violencia verbal, pero ninguno referiría agresiones físicas. Finalmente, el porcentaje de personas heterosexuales que refiere haber sufrido agresiones verbales por su orientación sexual es de apenas un 3,5% en hombres y un 1,5% en mujeres, y sólo un 1% de mujeres refiere agresiones físicas. Las diferencias en el porcentaje de agresiones físicas y verbales en función de la orientación sexual alcanzan en ambos casos el nivel p menor que .001. Conclusiones: Estos resultados confirman los importantes niveles de discriminación sufridos por las personas mayores con una orientación sexual alternativa a la heterosexual, sobre todo por los hombres homosexuales. Así, de igual modo que instituciones y asociaciones desarrollan programas para prevenir la violencia LGTBI en jóvenes, se debería abordar la victimización entre adultos mayores, lo que minimizaría el impacto psicosocial en este colectivo
Instrumentos de evaluación de la cultura emprendedora
Get PDFIt presenst the process of construction and results of four instruments that meet psychometric requirements of reliability, validity and normalization and evaluate the entrepreneurial culture (perceive and desired) in secondary education contexts in relation to their Four components: The purpose of education, teaching processes, learning processes and educational scenario, in students and teachers.The sample was formed in the pilot phase by 173 students from two public schools (27.7% and 72.3% respectively). 52.6% were men. In relation to the course, the sample was formed by students of 1 º of ESO (72.3%) and of 4 º of ESO (27.7%), with ages between 11 and 17 years, being the mean 12.99 and the typical deviation 1.73. The teaching staff sample consisted of 63 participants from three public schools (42.9%, 42.9% and 14.3% respectively). Of the teachers, 33.3% were men and 66.7% were women, aged between 31 and 68, with the mean 50.49 and the typical deviation 6.79.The Empirical sample has been formed by 2308 Dicentes (47.7% men) of 18 educational centers, both public and concerted and private. The Dicentes sample consisted of students from 1st to 2 º High, with an average age of 14. 84 and a typical deviation of 1.77. The Teacher’s sample was composed of 176 (32.4% men) participants from 16 public and concerted centres. The mean age was 47.92, with a typical deviation of 7.74. Teachers Are grouped in educational branches: 32.4% of Science; 66.5% of Letters and 3% of Art.The results obtained of reliability, factorial validity and confirming and bares allow with the pertinent psychometric guarantees their application both in professors and in students in contexts of secondary education.Se presenta el proceso de construcción y resultados de cuatro instrumentos que reúnen requisitos psicométricos de fiabilidad, validez y normalización y evalúan la cultura emprendedora (perciba y deseada) en contextos de educación secundaria en relación a sus cuatro componentes: la finalidad de la educación, procesos de enseñanza, procesos de aprendizaje y escenario educativo, en alumnos y profesores. La muestra estuvo conformada en la fase piloto por 173 alumnos de dos centros educativos públicos (27.7% y el 72.3% respectivamente). El 52.6% eran hombres. En relación al curso, la muestra estuvo conformada por alumnado de 1º de ESO (72.3%) y de 4º de ESO (27.7%), con edades comprendidas entre los 11 y los 17 años, siendo la media 12.99 y la desviación típica 1.73. La muestra del profesorado estuvo formada por 63 participantes de tres centros educativos públicos (42.9%, 42.9% y 14.3% respectivamente). De los docentes, el 33.3% eran hombres y el 66.7% eran mujeres, con edades comprendidas entre los 31 y los 68, siendo la media 50.49 y la desviación típica 6.79.La muestra empírica ha estado formada por 2308 discentes (47.7% hombres) de 18 centroseducativos, tanto públicos como concertados y privados. La muestra de discentes estuvo formada por estudiantes desde 1º ESO hasta 2º Bachillerato, con una media de edad de 14. 84 y una desviación típica de 1.77. La muestra del profesorado se compuso de 176 (32.4% hombres) participantes de 16 centros tanto públicos como concertados. La media de edad fue 47.92, con una desviación típica de 7.74. Se agrupó a los docentes en ramas educativas: 32.4% de Ciencias; 66.5% de Letras y 3% de Arte. Los resultados obtenidos de fiabilidad, validez factorial y confirmatoria y baremos permiten con las garantías psicométricas pertinentes su aplicación tanto en profesores como en alumnos en contextos de educación secundaria
Inteligencia emocional, motivación y rendimiento académico en educación infantil
Get PDFBecause of the increase of the interest in the influence of emotional intelligence in education,this research aims to prove the influence of an emotional training in the academic achievement of preschool´s children, all of it related to academic motivation. Participants were 44 children who attend to second grade of preschool. They were divided into two groups: the control one and the experimental one, which received the emotional training. Participants were assessed with a new cuestionnaire designed to this study, taking into account the childrenDebido a la importancia creciente que está teniendo el estudio de la influencia de la inteligenciaemocional en la educación, este trabajo pretende comprobar la influencia de un entrenamiento en emociones, relacionando este concepto con la motivación por el aprendizaje, en el rendimiento académico de los alumnos de 2º curso de Educación Infantil. Para ello se utilizó una muestra de 44 participantes de un centro educativo de la ciudad de León, divididos en un grupo control y un grupo experimental al que se le aplicó el programa instruccional. Tras evaluarlos antes y después de la intervención, con un cuestionario diseñado a tal efecto, teniendo en cuenta las características psicoevolutivas de los alumnos, los resultados muestran una mejora significativa de la habilidad para la identificación de las emociones, pero no se correlaciona con un aumento en el rendimiento académico de los participantes del grupo experimental
Efeitos da transição para o 2º ciclo sobre o envolvimento dos alunos em bullying
Get PDFIn last few decades, bullying has been considered a widespread transcultural problem across schools around the world. This phenomenon has a strong negative effect upon school climate and students’ well-being. In the present study we have employed a longitudinal approach, with assessment throughout two consecutive school years to analyze if middle school transition (which, in Portugal, takes place one or two years earlier than in previous published studies) influences bullying and victimization prevalence and behaviors, as well as fear of being bullied. The study also analyzes if boys and girls are equally affected by the transition. Results indicate that, after middle school transition, 5th grade students report a higher prevalence of victimization, higher levels of victimization and bullying behaviors, as well as higher levels of fear of being bullied than before the transition (i.e., 4th grade). The results also indicate that only boys report more often being bullies after the transition. Thus, it is possible to conclude that middle school transition in Portugal is accompanied by an increase in bullying victimization and perpetration, particularly for boys. Therefore, the earlier timing of middle school transition in Portugal seems to enhance its negative effective upon bullying prevalence.Nas últimas décadas, o fenómeno do bullying tem sido considerado como um problema transversal e transcultural praticamente ubíquo em escolas de todo o mundo. Este problema acarreta danos extensos ao ambiente escolar e ao bem-estar dos alunos. No presente estudo, empregamos uma metodologia longitudinal, com avaliações durante dois anos letivos consecutivos para analisar se a transição escolar para o 2º ciclo (que em Portugal ocorre um ou dois anos mais cedo do que os relatados em estudos prévios) influencia os comportamentos de vitimização e perpetração de bullying, bem como a prevalência de vitimização e perpetração de bullying e do medo de ser vítima de bullying. O estudo analisa ainda se rapazes e raparigas são igualmente influenciados por esta transição. Os resultados indicam que, após a transição para o 2º ciclo, os alunos no 5º ano reportam maior incidência de comportamentos de vitimização e perpetração de bullying, maior prevalência de vitimização, bem como índices mais altos de medo de ser vítima de bullying do que reportavam antes da transição, ou seja, no 4º ano. Os resultados indicam ainda que apenas os rapazes indicam maior prevalência de perpetração de bullying após a transição. Desta forma, é possível concluir que a transição para o 2º ciclo em Portugal contribui para o aumento da vitimização e perpetração de bullying, particularmente para os rapazes. Assim, o carácter mais precoce desta transição em Portugal parece agravar o seu impacto sobre a prevalência de bullying
La percepción de la cultura en el aula en función de la variable centro en alumnos y profesores
Get PDFThe results obtained in the perception and desire of entrepreneurial culture in professors and students are presented, according to the type of center following the analysis model Cultuaula formulated by Martin Del Buey of the University of Oviedo and developed by his research team, under the address of Dr. Maria Eugenia Martin Palacio of the Universidad Complutense. The sample of students consists of 2308, comprised of 1101 men (47.7%) and 1203 women (52.1%), participants of 18 educational centers classified in public, private and subsidized schools. Of these, 1698 students (73.6%) belong to public schools, 542 (23.5%) belong to private schools and 68 (2.9%) belong to subsidized schools. The provenance of the sample is 1922 students from Asturias (83.3%), 372 from Castilla y León (16.1%) and 14 from Cantabria (0.6%). The sample of the teaching staff is 176 participants from 16 educational centers: 133 (75.6%) public schools and 43 (24.4%) subsidized schools. In relation to gender, 66.5% women and 32.4% men.Regarding the students, statistically significant differences were found, always in favor of thesubsidized schools in relation to the perception in Finality, Teaching Process and Learning Process and, regarding the Desired in Learning Process and Scenario. Differences are also obtained in the global scale of perceived entrepreneurial culture. With respect to the teaching staff, in the subsidized centers they perceive a greater entrepreneurial culture, although, at the level of the desired entrepreneurial culture, the only differences are found in the Finality factor. The highest scores are found in the professorship of the subsidized schools with teachers in public schools.Se presentan los resultados obtenidos en la percepción y deseo de cultura emprendedora enprofesores y alumnos, en función del tipo de centro siguiendo el modelo de análisis Cultuaula formulado por Martín del Buey de la Universidad de Oviedo y desarrollado por su equipo de investigación, bajo la dirección de la Doctora María Eugenia Martín Palacio de la Universidad Complutense. La muestra de estudiantes está formada por 2308, de los cuales 1101 hombres (47.7%) y 1203 mujeres (52.1%), participantes de 18 centros educativos clasificados en públicos, privados y concertados.De ellos 1698 alumnos (73.6 %) pertenecen a colegios públicos, 542 (23.5%) pertenecena concertados y 68 (2.9%) a privados. La procedencia de la muestra es de 1922 estudiantes de Asturias (83.3%), 372 de Castilla y León (16.1%) y 14 de Cantabria (0.6%). La muestra del profesorado es de 176 participantes de 16 centros educativos: 133 (75.6%) de colegios públicos y 43 (24.4%) de colegios concertados. En relación al género, el 66.5% profesoras y el 32.4% profesores.Con relación al alumnado, se encontraron diferencias estadísticamente significativas, a favorsiempre de los centros concertados en referente a la percepción en Finalidad, Proceso de Enseñanza y Proceso de Aprendizaje y, referente a Deseada en Proceso de Aprendizaje y Escenario. También se obtienen diferencias en la escala global de cultura emprendedora percibida.Respecto al profesorado, en los centros concertados perciben una mayor cultura emprendedora, aunque a nivel de cultura emprendedora deseada tan solo se encuentran diferencias en el factor Finalidad. Las puntuaciones más altas se hallan en el profesorado de los centros concertados frente a los docentes de los centros públicos
Perceção de atitudes parentais e problemsa de comportamento nos adolescentes
No full textIntroduction: The role of parents’ educational attitudes in adolescent’s development and behaviour has been broadly supported, emerging an interest for research in this field, not only as protector factor but also as risk factor for some deviance and mental health problems. The present investigation was designed to analyse the association between the parental attitudes’ perceptions and the expression of adolescent behaviour problems, aiming to contribute with subsidies to the improvement ofknowledge of professionals(health and schools) who work with adolescentsand their parents.Methodology: The parents’ attitudes quality was addressed considering the intensity of perceptions of affect and parental practices, while the behavioural problems include internalizing and externalizing behaviours, reported by the adolescents about their own actions and feelings. The data collection protocol is composed by a sociodemographic questionnaire (e.g., age, sex, place of residence, school failure, cohabitation and socioeconomic level), the Portuguese adaptation of the Youth Self-Report (YSR), and Fleming’s (1997) Adolescents’ Perceptions Inventory (IPA). The sample included 409 adolescents of both sexes, with ages ranging from 12 to 19 years old (M = 14.93), from schools and other youth institutions, in the Portalegre and Évora districts. Results: Results suggest, in general, that adolescents’ positive perceptions of parental attitudes have an inverse relation with the expression of internalizing and externalizing problems. Significant differences were found in function of age and sex. Conclusions: Implications are referred in terms of professionals’ intervention with adolescents and mainlywith their parents.Introdução: O papel desempenhado pelas atitudes educativas parentais no desenvolvimento e comportamento na adolescência tem sido amplamente suportado, surgindo um interesse pela sua pesquisa não só enquanto fator protetor, mas também como fator de risco para alguns desvios e problemas de saúde mental. A presente investigação foi concebida com o intuito de analisar a associação entre as perceções das atitudes parentais e a manifestação de problemas de comportamento no adolescente, pretendendo contribuir com subsídios para a melhoria do conhecimento dos profissionais (de saúde e em escolas) que trabalham com adolescentes e seus pais. Metodologia: A qualidade das atitudes dos pais foi considerada a partir da intensidade das perceções do afeto e das práticas parentais, enquanto a esfera comportamental incluiu comportamentos, de natureza internalizada e externalizada, reportados pelos adolescentes sobre as suas próprias ações e sentimentos. O protocolo de recolha de dados é composto por um questionário de caracterização sociodemográfica (tendo em consideração variáveis demográficas como a idade, sexo, localidade de residência, reprovações, coabitação e nível socioeconómico), pela adaptação portuguesa do Youth Self-Report (YSR) e pelo Inventário de Perceções adolescentes (IPA) adaptado por Fleming em 1997. A amostra incluiu 409 adolescentes de ambos os sexos, com idades compreendidas entre os 12 e os 19 anos (M = 14.93), de várias escolas e instituições dos distritos de Portalegre e de Évora. Resultados: Os resultados sugerem, de um modo geral, que as perceções positivas dos adolescentes sobre as atitudes parentais se relacionam inversamente com a manifestação de problemas de comportamento nas suas duas dimensões, internalizados e externalizados. Foram encontradas diferenças significativas em função da idade e do sexo. Conclusões: São referidas implicações em termos de intervenção dos profissionais com os adolescentes e principalmente com os seus pais