Características de la relación entre el afrontamiento familiar y el bienestar psicológico en los escolares de 8 a 10 años de edad
Fecha
2014-06-25
Autores
Ramirez de Armas, Eileen
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Editor
Universidad Central "Marta Abreu" de las Villas
Resumen
La investigación se realizó en la escuela primaria Abel Santamaría Cuadrado
ubicada en la provincia de Villa Clara, durante el período comprendido entre enero
del 2014 hasta mayo del 2014. Con el propósito de caracterizar la relación entre el
afrontamiento familiar y el bienestar psicológico de un grupo de escolares entre 8 y
10 años. La muestra quedó conformada por 62 escolares supuestamente sanos y
sus familias. El estudio se sustenta en un enfoque mixto de Investigación
predominantemente cuantitativo, el diseño es no experimental de tipo
transeccional con un alcance descriptivo-correlacional. Se utilizó un sistema de
técnicas estandarizadas como la Escala de bienestar psicológico, el Dibujo, la
Observación al juego, el Cuestionario al maestro y el Cuestionario de
afrontamiento familiar, cuyos resultados se analizaron con el paquete estadístico
SPSS. También se emplea la entrevista semiestructurada al grupo familiar,
analizándose desde una perspectiva cualitativa. Finalmente se obtienen como
resultados, que en la muestra estudiada existe un grupo de escolares con
marcadas afectaciones en el bienestar psicológico y otro grupo con tendencia a un
bienestar psicológico vulnerable, este último es el de mayor representatividad. No
existen casos de escolares con bienestar psicológico. Se constata que las familias
de los escolares emplean dos tipos de afrontamiento familiar: no adaptativo y con
vulnerabilidad, predominando éste último. Existen correlaciones entre el
afrontamiento familiar y el bienestar psicológico de los escolares. Un afrontamiento
familiar vulnerable predice la presencia de un bienestar psicológico vulnerable en
los escolares.
The research work was carried out in the primary school Abel Santamaría Cuadrado located in the province of Villa Clara, during the period understood among January of the 2014 until May of the 2014.With the purpose of characterizing the relationship between the family confrontation and the psychological well-being of a group of scholars between 8 and 10 years. The sample was conformed by 62 supposedly healthy scholars and its families. The study is sustained in a mainly quantitative mixed focus of research; the design is not experimental of type transactional with a reach descriptive-correlational. A system of techniques was used standardized as the Scale of psychological wellbeing, the Drawing, the Observation to the game, the Questionnaire to the teacher and the Questionnaire of family confrontation whose results were analyzed with the statistical package SPSS. The interview semi structured is also used to the family group, being analyzed from a qualitative perspective. Finally they are obtained as results that in the studied sample a group exists of school with marked affectations in the psychological well-being and another group with tendency to a vulnerable psychological well-being, this last one is that of more representativeness. Cases don't exist of school with psychological well-being. It is verified that the families of the scholars use two types of family confrontation: non adaptation and with vulnerability, prevailing this last. Correlations exist between the family confrontation and the psychological well-being of the scholars. A vulnerable family confrontation predicts the presence of a vulnerable psychological well-being in the scholars.
The research work was carried out in the primary school Abel Santamaría Cuadrado located in the province of Villa Clara, during the period understood among January of the 2014 until May of the 2014.With the purpose of characterizing the relationship between the family confrontation and the psychological well-being of a group of scholars between 8 and 10 years. The sample was conformed by 62 supposedly healthy scholars and its families. The study is sustained in a mainly quantitative mixed focus of research; the design is not experimental of type transactional with a reach descriptive-correlational. A system of techniques was used standardized as the Scale of psychological wellbeing, the Drawing, the Observation to the game, the Questionnaire to the teacher and the Questionnaire of family confrontation whose results were analyzed with the statistical package SPSS. The interview semi structured is also used to the family group, being analyzed from a qualitative perspective. Finally they are obtained as results that in the studied sample a group exists of school with marked affectations in the psychological well-being and another group with tendency to a vulnerable psychological well-being, this last one is that of more representativeness. Cases don't exist of school with psychological well-being. It is verified that the families of the scholars use two types of family confrontation: non adaptation and with vulnerability, prevailing this last. Correlations exist between the family confrontation and the psychological well-being of the scholars. A vulnerable family confrontation predicts the presence of a vulnerable psychological well-being in the scholars.
Descripción
Palabras clave
Bienestar Psicológico, Niños, Enseñanza Primaria, Afrontamiento Familiar, Psychological Well-being, Family Confrontation, Primary Education