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3 results on '"School contex"'

1. Incidencia del clima familiar y escolar en la conducta de ciberacoso: Estudio con adolescentes de Córdoba (Argentina)

Author

Cardozo, Griselda and Cardozo, Griselda

Abstract

Greater access and increased use of technology have invaded the adolescent world and, from this, a new type of more expansive and harmful aggression called cyberbullying can be observed. It is considered important to include in the study of this problem the analysis of both family and school climate. The quantitative study aims to investigate the prevalence of cyberbullying in terms of roles, sex, age and school type; to determine to what extent cyberbullying and school and family climate variables are related and to characterize groups of adolescents in relation to cyberbullying behaviors and variables under study. The Cyberbullying test was administered to 3,500 adolescents between 11 and 20 years old. The results show that a greater proportion of men are in the role of cyberaggressors (private schools) and women in public schools position themselves more as cyber-victims and cyber-observers. In both school type, women are the ones who present a significant difference in relation to the dimensions of family and school climate. The correlation analysis shows that although most of the relationships studied are statistically significant, the coefficients found are moderate or low. Cluster analysis identified four groups with an explanation of 68% of the internal variability data. We conclude that it is necessary to incorporate the dimensions of the family and school context in socio-educational programs focused on the prevention and reduction of cyberbullying, El mayor acceso y el incremento en el uso de las tecnologías ha invadido el mundo adolescente y, a partir de ello, se observa un nuevo tipo de agresión más expansiva y nociva denominado ciberacoso. Se considera importante incluir en el estudio de esta problemática el análisis del clima familiar como el escolar. El estudio de tipo cuantitativo tiene como objetivo estudiar la prevalencia del ciberacoso en función de los diferentes roles, sexo, edad y gestión escolar; determinar en qué medida el ciberacoso y las variables de clima escolar y familiar están relacionadas y caracterizar los grupos de adolescentes en relación a las conductas de ciberacoso y las variables en estudio. Se administró el test Cyberbullying a 3,500 adolescentes entre 11 y 20 años. Los resultados arrojan que se encuentra mayor proporción de varones en el rol de ciberagresores (escuelas privadas) y las mujeres de escuelas públicas se posicionan más como cibervíctimas y ciberobservadoras. En ambos tipos de gestión son las chicas quienes presentan una diferencia significativa en relación a las dimensiones de clima familiar y escolar. En el análisis de correlación se observa que si bien la mayoría de las relaciones estudiadas, son estadísticamente significativas, los coeficientes encontrados son moderados o bajos. El análisis de clúster permitió identificar cuatro grupos con una explicación del 70% de la variabilidad interna de los datos. Se concluye en la necesidad de incorporar las dimensiones del contexto familiar y escolar en programas socioeducativos centrados en la prevención y reducción del ciberacoso.

Published
2020

2. Computer resources and intellectual disability: Applications in the school context

Author

Angela Maria Lopera Murcia, Astrid Yulet Galvis Restrepo, and Revista Iberoamericana de Psicología

Subjects
Pulmonary and Respiratory Medicine, Computer programs, Reflection (computer programming), Contexto escolar, contexto escolar, Emerging technologies, Entorno educativo, Population, Applied psychology, Intellectual disability, Entrenamiento cognitivo, entrenamiento cognitivo, Función mental, Intervention (counseling), medicine, Programas informatizados, School contex, Psychology, Cognitive skill, Programas computarizados, education, Deficiência intelectual, Treinamento cognitivo, education.field_of_study, School context, Computer Applications, Entrenamiento, Cognition, Programas de computador, programas computarizados, medicine.disease, Discapacidad intelectual, BF1-990, Cognitive training, Pediatrics, Perinatology and Child Health, Discapacidad, discapacidad intelectual, Nuevas tecnologías, Infancia, Neuropsicología
Abstract

La discapacidad intelectual, como se ha denominado recientemente, amerita una nueva mirada que no puede quedarse solo en el cambio del término, sino que exige el desarrollo de una aproximación más “real”, en la que prevalezca la atención integral por parte de un equipo interdisciplinario y el empleo de instrumentos que contribuyan a la optimización y mejoramiento de las habilidades cognitivas en los estudiantes. Uno de los escenarios en los que se puede contribuir en este aspecto es en el ámbito escolar donde, por medio del acercamiento a las nuevas tecnologías y a la implementación de aplicaciones informáticas, se puede favorecer el desarrollo integral de la población estudiantil, principalmente en el ciclo de la básica primaria. En este artículo, derivado del proyecto de investigación “Programa de evaluación e intervención neuropsicológica para niños entre 8 y 12 años con discapacidad intelectual”, se propone una reflexión basada en la revisión de herramientas y recursos informáticos que pueden contribuir al mejoramiento de los procesos de intervención infantil dirigidos a la población con discapacidad intelectual. Partiendo de las controversias que sobre el concepto de discapacidad intelectual se han generado en las últimas décadas, se hace referencia a cómo las diferentes plataformas informáticas y entornos virtuales pueden generar altos niveles motivacionales para su uso y, de esta forma, potencializar y favorecer los procesos cognitivos y de aprendizaje

Published
2019

3. Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries

Author

Hongfei Yang, Peter Farrell, Julie Basnett, Chryse Hatzichristou, Feliciano Henriques Veiga, Robert Duck, Elena Stănculescu, Carmel Cefai, Yi Liu, Valeria Negovan, Shane R. Jimerson, Eve Kikas, Fotini Polychroni, Hyeonsook Shin, Brett D. Nelson, Shui-fong Lam, Bernard P. H. Wong, Josef Zollneritsch, and Repositório da Universidade de Lisboa

Subjects
Cross-Cultural Comparison, Male, Adolescent, Individuality, Student engagement, Socioeconomic development, Big Five personality traits and culture, Universality, Peer Group, Education, Student engament, Surveys and Questionnaires, Pedagogy, Developmental and Educational Psychology, Cross-cultural, Humans, 0501 psychology and cognitive sciences, Sociology, Child, Students, Schools, Context effect, 05 social sciences, 050301 education, School Contex, Faculty, language.human_language, United States, Multinational corporation, language, Specificity, Female, Portuguese, Comparative education, 0503 education, 050104 developmental & child psychology
Abstract

The Hong Kong subproject was supported by the Quality Education Fund of the Education Bureau in Hong Kong, whereas the Portuguese subproject was supported by the Portuguese Foundation for Science and Technology and by the Institute of Education of the University of Lisbon. The data of this paper were part of the data collected in a multinational project initiated by the International School Psychology Association., Background. A comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives. Aims. This study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these associations vary across countries with different levels of individualism and socioeconomic development. Samples. The participants were 3,420 7th, 8th, and 9th grade students from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. Methods. The participants completed a questionnaire to report their engagement in school, the instructional practices they experienced, and the support they received from teachers, peers, and parents. Hierarchical linear modelling was used to examine the effects at both student and country levels. Results. The results across countries revealed a decline in student engagement from Grade 7 to Grade 9, with girls reporting higher engagement than boys. These trends did not vary across the 12 countries according to the Human Development Index and Hofstede’s Individualism Index. Most of the contextual factors (instructional practices, teacher support, and parent support) were positively associated with student engagement. With the exception that parent support had a stronger association with student engagement in countries with higher collectivism, most of the associations between the contextual factors and student engagement did not vary across countries. Conclusions. The results indicate both cultural universality and specificity regarding contextual factors associated with student engagement in school. They illustrate the advantages of integrating etic and emic approaches in cross-cultural investigations.

Published
2014

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