Habilidades sociales y éxito académicoexpectativas de los profesores de educación secundaria

  1. Mudarra Sánchez, María José 1
  2. García Salguero, Berta Inés 1
  1. 1 Universidad Nacional de Educacióna Distancia
Revista:
Revista Española de Orientación y Psicopedagogía

ISSN: 1139-7853 1989-7448

Año de publicación: 2016

Volumen: 27

Número: 1

Páginas: 114-133

Tipo: Artículo

DOI: 10.5944/REOP.VOL.27.NUM.1.2016.17032 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Española de Orientación y Psicopedagogía

Resumen

Comprender cuáles son las habilidades sociales (HHSS) consideradas relevantes por los profesores de Enseñanza Secundaria (ES) para el éxito académico de sus alumnos facilitará propuestas de intervención eficaces para mejorar la capacidad de respuesta del alumno a demandas específicas de contextos educativos, disminuyendo su vulnerabilidad ante situaciones de riesgo. En una muestra de 198 profesores españoles (centros públicos, privados y concertados) se analizan las HHSS evaluadas como críticas mediante el Social Skills Improvement System-Rating Scales (SSIS-RS) así como la significatividad de las relaciones entre características del profesor y dichas HHSS �pruebas de Chi-Cuadrado, Mediana, Kruskal-Wallis y U de Mann-Whitney-. Se confirma que en ES no hay HHSS valoradas por los profesores como �no importantes� para el éxito académico, todas son significativamente críticas, resultando de más a menos importantes la Cooperación, Responsabilidad, Extroversión, Aserción, Comunicación, Autocontrol y Empatía. Estos hallazgos se discuten respecto a resultados de otros estudios (e.g. Lane et al., 2010) destacando entre los profesores españoles mayor estimación de la Aserción que del Autocontrol, probablemente por cuestiones culturales. Los profesores aprecian las HHSS que favorecen la armonía en sus clases, enfatizando el cumplimiento de las normas y la participación en actividades grupales favorecedoras de un buen ambiente de aprendizaje. Finalmente, se obtienen mínimas diferencias en HHSS según la etapa educativa del profesor (ESO, Bachillerato, FP) y sus años de experiencia. Se detectan algunas diferencias en función del género �las profesoras valoran más la Comunicación, Aserción, Autocontrol y Extroversión-. Se discuten implicaciones, limitaciones del estudio y futuras investigaciones.

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