Programa psicoeducativo para estimular el desarrollo de la autovaloración intelectual y social en adolescentes con diferentes niveles de estructuración de la autovaloración
Fecha
2011-06-26
Autores
Díaz Rodríguez, Yadaris
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Editor
Universidad Central “Marta Abreu” de Las Villas
Resumen
La presente investigación surge como resultado de la carencia de conocimientos e
instrumentos psicológicos en los maestros de secundaria básica, para propiciar el
desarrollo de los adolescentes, específicamente la autovaloración como formación
psicológica esencial de esta etapa.
En consecuencia con ello nos planteamos como objetivo principal evaluar la influencia de un programa psicoeducativo sobre la autovaloración intelectual y social de adolescentes de octavo grado de la ESBU Eduardo Anoceto Rega. El programa se basa en interacciones diádicas entre iguales, en este caso heterogéneas, en función del nivel de desarrollo de la autovaloración; tomando en consideración la concepción ampliada de zona de desarrollo próximo y los componentes de la estructura de aprendizaje cooperativo. Para ello se utilizó el paradigma mixto de investigación, con un diseño preexperimental preprueba-posprueba con un solo grupo, siendo el estudio explicativo, con un muestreo no probabilístico intencional, integrado por 20 adolescentes.
El trabajo se organizó metodológicamente en cuatro etapas. La etapa diagnóstica
posibilitó la conformación de las 10 díadas heterogéneas, compuestas por un miembro con un nivel parcialmente estructurado y otro con un nivel insuficiente o distorsionado.
Luego se diseñó el programa de actividades y se procedió a su implementación.
Finalmente en la etapa de evaluación, los resultados mostraron diferencias significativas en los niveles de desarrollo de los indicadores funcionales, así como en la tonalidad afectiva de los contenidos autovalorativos de los adolescentes con menor desarrollo. En aquellos con un nivel parcial, la influencia del programa se evidenció a través de un reforzamiento positivo en los componentes cognitivo y afectivo, ya que los indicadores funcionales se mantuvieron en un nivel medio antes y después de la intervención, así como el vínculo afectivo positivo. Estos avances pudieran asociarse al logro progresivo de los componentes del proceso interactivo, valorado mediante el análisis de las sesiones del programa.
The present investigation is the result of lack of knowledge and psychological instruments in high school teachers, to promote the development of adolescents, specifically self-assessment as an essential psychological training in this phase. Consistent with this we have set as main objective to assess the influence of a psychoeducational program on intellectual and social self-assessment of eighth grade adolescents from ESBU Anoceto Eduardo Rega. The program is based on dyadic interactions between peers, in this case heterogeneous, depending on the level of development of self-worth, taking into account the broader concept of zone of proximal development and the components of the structure of cooperative learning. We used mixed research paradigm, with a pretest-posttest pre-experimental design with one group being the explanatory study, with an intentional non-probabilistic sampling, consisting of 20 adolescents. The work is methodologically organized in four stages. The diagnostic stage allowed the creation of the 10 dyads heterogeneous, composed of one member with a semi- structured level and the other with an insufficient or distorted. Then they designed the program of activities and proceeded to implementation. Finally, in the evaluation stage, the results showed significant differences in levels of development of functional indicators, as well as the affective tone of the content eigenvalues of the less developed teens. In those with a partial level, the influence of the program is evidenced through positive reinforcement in the cognitive and affective components as functional indicators were maintained in a medium before and after the intervention and the positive bond. These advances could be associated with the progressive achievement of the components of the interactive process, assessed by analysis of the program sessions.
The present investigation is the result of lack of knowledge and psychological instruments in high school teachers, to promote the development of adolescents, specifically self-assessment as an essential psychological training in this phase. Consistent with this we have set as main objective to assess the influence of a psychoeducational program on intellectual and social self-assessment of eighth grade adolescents from ESBU Anoceto Eduardo Rega. The program is based on dyadic interactions between peers, in this case heterogeneous, depending on the level of development of self-worth, taking into account the broader concept of zone of proximal development and the components of the structure of cooperative learning. We used mixed research paradigm, with a pretest-posttest pre-experimental design with one group being the explanatory study, with an intentional non-probabilistic sampling, consisting of 20 adolescents. The work is methodologically organized in four stages. The diagnostic stage allowed the creation of the 10 dyads heterogeneous, composed of one member with a semi- structured level and the other with an insufficient or distorted. Then they designed the program of activities and proceeded to implementation. Finally, in the evaluation stage, the results showed significant differences in levels of development of functional indicators, as well as the affective tone of the content eigenvalues of the less developed teens. In those with a partial level, the influence of the program is evidenced through positive reinforcement in the cognitive and affective components as functional indicators were maintained in a medium before and after the intervention and the positive bond. These advances could be associated with the progressive achievement of the components of the interactive process, assessed by analysis of the program sessions.
Descripción
Palabras clave
Autovaloración, Programas Psicoeducativos, Aprendizaje Cooperativo., Interacciones Diádicas, Self-assessment, Adolescence, Adolescentes, Psychoeducational Program, Dyadic Interactions, Cooperative Learning