Percepción de la convivencia en estudiantes del nivel primario y secundario de escuelas públicas de la ciudad de Mar del Plata
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Date
2014
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Universidad FASTA. Facultad de Humanidades
Abstract
Description
El propósito de este artículo es mostrar los resultados de un estudio exploratorio – descriptivo sobre percepción de la convivencia en escolares del nivel primario y secundario de escuelas públicas de la ciudad de Mar del Plata. Se define la convivencia escolar como el conjunto de pautas relacionales que organizan el modo en que se ejerce la autoridad, se afrontan y resuelven los conflictos, se desarrolla la comunicación, y se estructura la labor colectiva. Se asume que la convivencia se expresa en la satisfacción con los vínculos, la percepción del nivel de conflictividad en el aula, y los modos en que son encarados los conflictos en la institución, variables que componen el clima escolar. Se diseñó una muestra probabilística estratificada por racimos, que permitió seleccionar 9 instituciones educativas de gestión pública municipal. La muestra quedo conformada por 378 estudiantes de ambos sexos, pertenecientes al nivel primario y secundario. Se aplicó un Cuestionario de Convivencia Escolar autoadministrado que contempla las dimensiones de percepción de clima organizacional, frecuencia de conflictos interpersonales, y estrategias institucionales de afrontamiento. Los resultados muestran relaciones interpersonales moderadamente buenas, niveles significativos de conflicto y violencia, y la coexistencia de diferentes estrategias institucionales de afrontamiento.
The aim of this paper is to show the outcomes of an exploratory and descriptive study about perceptions on school coexistence. Schoolchildren of primary and secondary public schools of Mar del Plata were the participants. School coexistence is defined as the set of relation patterns that organizes the way in which authority is implemented, conflicts are confronted, communication is handled, and collective work is managed. It is supported that school coexistence expresses itself on interpersonal wellbeing, perceived tensions and disputes, and the way in which conflicts are faced. These variables are components of the concept of school climate. A stratified sample by clusters was designed, and 9 municipal schools were selected. 378 children of primary and secondary school (male and female) were polled. A self-administered School Coexistence Questionnaire that measures dimensions of perceived organizational climate, interpersonal conflicts frequencies and organizational coping skills was applied. Results showed that interpersonal wellbeing is moderated, interpersonal violence is high, and organizational coping skills are diverse.
Fil: Molinari, Juan. Universidad FASTA; Argentina.
Fil: Molina, Gabriela Lujan. Universidad FASTA; Argentina.
Fil: López Bayerque, Juan Pablo. Universidad FASTA; Argentina.
Fil: Rodríguez, Viviana. Universidad FASTA; Argentina.
The aim of this paper is to show the outcomes of an exploratory and descriptive study about perceptions on school coexistence. Schoolchildren of primary and secondary public schools of Mar del Plata were the participants. School coexistence is defined as the set of relation patterns that organizes the way in which authority is implemented, conflicts are confronted, communication is handled, and collective work is managed. It is supported that school coexistence expresses itself on interpersonal wellbeing, perceived tensions and disputes, and the way in which conflicts are faced. These variables are components of the concept of school climate. A stratified sample by clusters was designed, and 9 municipal schools were selected. 378 children of primary and secondary school (male and female) were polled. A self-administered School Coexistence Questionnaire that measures dimensions of perceived organizational climate, interpersonal conflicts frequencies and organizational coping skills was applied. Results showed that interpersonal wellbeing is moderated, interpersonal violence is high, and organizational coping skills are diverse.
Fil: Molinari, Juan. Universidad FASTA; Argentina.
Fil: Molina, Gabriela Lujan. Universidad FASTA; Argentina.
Fil: López Bayerque, Juan Pablo. Universidad FASTA; Argentina.
Fil: Rodríguez, Viviana. Universidad FASTA; Argentina.
Keywords
Convivencia escolar
Clima institucional
Violencia escolar
Estrategias de afrontamiento
Citation
Molinari, J., Molina, G. L., López Bayerque, J. P., & Rodríguez, V. (2014). Percepción de la convivencia en estudiantes del nivel primario y secundario de escuelas públicas de la ciudad de Mar del Plata. In Itinere: Revista Digital de Estudios Humanísticos, 1(1), 33-50. https://revistas.ufasta.edu.ar/index.php/initinere/article/view/27
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1853-5585
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In Itinere: Revista Digital de Estudios Humanísticos; ene-jun 2014; 1(1); pp. 33-50.