Habilidades sociales y éxito académico: expectativas de los profesores de educación secundaria-Social skills and academic achievement: secondary teacher expectations

Sánchez, María José Mudarra; García-Salguero, Berta

doi:10.5944/reop.vol.27.num.1.2016.17032

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…Por lo que la educación universitaria debe evolucionar desarrollando competencias sociales, específicamente competencias creativas y así responder a los nuevos desafíos de la sociedad (Chanal, 2019). A su vez, el éxito y el fracaso académico, según Fernández Enguita, Mena y Riviere, se relacionan con las características personales y sociales de los estudiantes (Mudarra et al, 2016). Siendo la creatividad e innovación claves en el desarrollo del aprendizaje universitario (Raso, 2019) y elementos clave para obtener ventaja competitiva en todos los campos de conocimiento, inserción laboral y en el trascurso de la vida en la sociedad (Hernández et al, 2015;Raso, 2019).…”

Section: Conclusiones Y Discusiónunclassified

Autopercepción de las competencias de creatividad de innovación en estudiantes universitarios en Ciencias de la Salud: Factores de desarrollo

Marcone-Dapelo¹,

Vizcaíno²,

López³

et al. 2020

REOP

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RESUMEN Introducción: En los nuevos escenarios de educación universitaria, las competencias blandas son imprescindibles en la formación de grado de las carreras sanitarias, entre ellas están la creatividad e innovación, siendo pertinente indagar su comportamiento. Objetivo: Establecer el nivel de autopercepción de la creatividad e innovación que poseen los estudiantes que conforman la muestra, para determinar la orientación de dichas competencias y evidenciar si existe asociación estadísticamente significativa entre ellas y los factores intrínsecos (sexo y edad) y extrínsecos (ciclo de formación y carrera que cursa). Método: se utilizan técnicas cuantitativas descriptivas, mediante un diseño no experimental y transversal, en el que se recolectó la información mediante la adaptación chilena del “Cuestionario de Competencias Creativas e Innovadoras en Estudiantes Universitarios” (3CI), a una muestra probabilística y estratificada (N=413), de la Facultad de Ciencias de la Salud de la Universidad de Playa Ancha. Para el análisis de la información se empleó el programa estadístico R (R commander) y Jamovi. Resultados: el análisis factorial del instrumento establece cinco dimensiones, cuyos puntajes permitieron determinar el nivel de autopercepción de la creatividad e innovación y la orientación de ellos. El test de dependencia de Pearson, determina que solo existe asociación significativa (p-valor 0.000) entre nivel y orientación de la creatividad e innovación, con la variable edad. Conclusiones: se aporta una adaptación para Chile del instrumento, la cual cumple estándares de fiabilidad y validez, proponiendo una alternativa para indagar la autopercepción del estado de estas competencias, en función de niveles de desarrollo y orientaciones.ABSTRACT Introduction: In the new context for higher education, soft skills, such as creativity and innovation, are paramount for health professionals. Thus, it is relevant to assess their behavior. Aim: To establish levels of creativity and innovation self-perception in a sample of students, and to evaluate if there is a statistically significant association among them and intrinsic (gender and age) and extrinsic factors (career major and progress in the academic program). Method: A cross-sectional, non-experimental design is used. Data was collected using the Chilean adaptation of the "Cuestionario de Competencias Creativas e Innovadoras 3CI”, which was filled out by a stratified probabilistic sample of 413 students of a health sciences faculty. The software programs R and Jamovi were used for statistical analysis. Results: Factorial analysis of the questionnaire yields 5 dimensions, the scores of which allowed to characterize the sample regarding levels of self-perception in creativity and innovation. Pearson correlation coefficient indicates that the only significant association (p<0.01) was between the level and orientation of creativity-innovation, and age. Conclusions: This study contributes with an adaptation for Chile of the original questionnaire, which meets the standards of reliability and validity, proposing an alternative to investigate the state of these competences, based on levels of development and direction.

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Section: Conclusiones Y Discusiónunclassified

Autopercepción de las competencias de creatividad de innovación en estudiantes universitarios en Ciencias de la Salud: Factores de desarrollo

Marcone-Dapelo¹,

Vizcaíno²,

López³

et al. 2020

REOP

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“…Even when events are nominally identical, parents and teachers may view the same behavior and interpret events differently, as raters attend to the conditions that elicit behaviors [22]. In addition, cultural values may also modulate the importance that informants give to different SS, as reported by Mudarra and García-Salguero when finding that in terms of academic success, both Spanish and US teachers assigned considerable importance to cooperation [6,23], yet they differed in their rating of self-control and assertion. Elliott et al [24] found that parents' observations of their children's social-emotional skills based on social interactions within a family are potentially rich, but parents typically have not been included in universal SEL screenings conducted by schools.…”

Section: Introductionmentioning

confidence: 99%

Multi-Informant Assessment of Adolescents’ Social–Emotional Skills: Patterns of Agreement and Discrepancy among Teachers, Parents, and Students

Sánchez

González

García-Salguero

et al. 2022

Behavioral Sciences

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Objectives: This study explores the patterns of agreement and discrepancy among informants (teachers, parents, and students) in the domains of the Social Emotional Skills Scale Assessment System—Social Skills Scales (SESAS-SS), which is a translation of the Social Skills Improvement System—Rating Scales (SSIS-RS) for use in Spain. Methods: The sample is composed of students, 88 teachers, and 98 parents from Spanish secondary schools. Inter-rater agreements have been assessed, calculating the Pearson correlation coefficients among pairs of raters, effect size indices, and intraclass correlation coefficients at the subscale and total scale level. Results: The convergent validity coefficients were stronger than the divergent ones, with the highest level of agreement between teachers and parents in social skills, particularly for total social skills, engagement, empathy, and communication. The patterns of discrepancies confirmed weaker agreements between teachers and parents in self-control and between parents and students in empathy. Significant differences were also found in students’ estimates depending on gender. Conclusions: The SESAS-SS provides support for previous studies on inter-rater agreements for SS, extending the focus on the degree of agreement in the estimate of dyads of raters when considering the students’ gender.

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Habilidades sociales y éxito académico: expectativas de los profesores de educación secundaria-Social skills and academic achievement: secondary teacher expectations

Cited by 2 publications

References 17 publications

Autopercepción de las competencias de creatividad de innovación en estudiantes universitarios en Ciencias de la Salud: Factores de desarrollo

Autopercepción de las competencias de creatividad de innovación en estudiantes universitarios en Ciencias de la Salud: Factores de desarrollo

Multi-Informant Assessment of Adolescents’ Social–Emotional Skills: Patterns of Agreement and Discrepancy among Teachers, Parents, and Students

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