Los programas escolares como promotores del desarrollo positivo adolescente

Pertegal, Miguel-Ángel; Oliva, Alfredo; Hernando, Ángel

doi:10.1174/113564010790935169

Cited by 39 publications

(38 citation statements)

References 31 publications

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“…These interpersonal values have awakened the attention of research in the Social Sciences (Pertegal et al, 2010), where they are analyzed for the function they fulfill in decision-making (Wallace et al, 2006), avoiding aggressive behavior (Benson et al, 2006), and finding out what values make a subject socially competent (Oliva et al, 2010). …”

Section: Introductionmentioning

confidence: 99%

Interpersonal value profiles and analysis of adolescent academic performance and social thinking

Gázquez

Sáinz

Fuentes³

et al. 2015

Front. Psychol.

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The purposes of this study were to identify interpersonal value profiles and find out whether there were any differences in academic performance and social thinking. The study sample was 885 high school students of whom 49.8% (N = 441) were boys and 50.2% (N = 444) were girls. The results show that students with low Benevolence and Conformity levels showed higher prevalence of failures and repeated the year more often. Furthermore, students with a high level of Recognition and Leadership and low Conformity and Benevolence are socially incompetent students. Intervention programs should to achieve high levels of kindness and consideration, respect for rules and generosity, and diminish the perception of recognition by others and exertion of authority. Thus, this study shows the values that must be worked on to improve students’ Academic Performance and social competence.

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Section: Introductionmentioning

confidence: 99%

Interpersonal value profiles and analysis of adolescent academic performance and social thinking

Gázquez

Sáinz

Fuentes³

et al. 2015

Front. Psychol.

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“…El calado de la Psicología Positiva en educación puede identificarse en algunas iniciativas y actuaciones desarrolladas al amparo de programas implementados en el ámbito internacional (Pertegal, Oliva y Hernando, 2010), y nacional (López Sánchez, 2009), aunque su mayor impacto se ha producido en el ámbito del lenguaje. En relación a las actuaciones educativas, podemos tomar como ejemplo el programa Aulas Felices 3 , desarrollado en 2010 y actualizado en 2012 por el equipo SATI de Zaragoza.…”

Section: La Psicología Positiva En Educaciónunclassified

La Psicologización De La Educación: Implicaciones Pedagógicas De La Inteligencia Emocional Y La Psicología Positiva

Egido

2017

Educación XX1

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“…The positive youth development model (Pertegal, 2014) insists that emotional wellbeing is not only an active factor for promoting personal development, but can also prevent problems from arising.…”

Section: School Environmentmentioning

confidence: 99%

Untitled

2017

REP

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Adolescence is an important period in the process of constructing personal identity, particularly at times of educational transi tion. One such transition occurs at the end of compulsory secondary education and it results in an important biographical assess ment of the school career that the adolescent has pursued. One factor that appears to be fundamental in this career is the dynamic of human relations. Focusing our attention on students, we have examined their percep tions of this matter, shaped by their level of personal maturity and linked to their aware ness of their identity status or style. A bio graphicalnarrative approach was used with a sample of 121 students, using quantitative and qualitative techniques and instruments (EOMEISII questionnaire, autobiographical accounts, interviews and discussion groups). We have observed differences in young peo ple's perceptions depending on their level of maturity. At the same time, by comparing their perceptions as a whole, we can see that their family (the main agent in the construc tion of their identity) and peer group, more than school, are the most highly valued areas. Quality educational processes appear to require careful interpersonal relationships, regardless of the areas in which they are de veloped. Corroborating various deficiencies in human relationships through adolescents' perceptions alerts us to their importance. The need to find suitably contextualized models for convergence between the main areas in which our students develop is also shown. This study involves the identification of cer tain elements that play a role in advancing the process of achieving personal identity. These require attention if the development of personal maturity during the compulsory stages of our school system is to be improved.

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Los programas escolares como promotores del desarrollo positivo adolescente

Cited by 39 publications

References 31 publications

Interpersonal value profiles and analysis of adolescent academic performance and social thinking

Interpersonal value profiles and analysis of adolescent academic performance and social thinking

La Psicologización De La Educación: Implicaciones Pedagógicas De La Inteligencia Emocional Y La Psicología Positiva

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