Programa psicoeducativo para estimular el desarrollo de la autovaloración social e intelectual, de adolescentes de octavo grado, con iguales niveles de estructuración de esta formación psicológica.
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Ramírez Naranjo, Taimi
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Universidad Central “Marta Abreu” de Las Villas
Resumen
La presente investigación propone un programa psicoeducativo, basado en interacciones diádicas para la resolución de tareas, a partir de la utilización del método de aprendizaje cooperativo; con el objetivo de contribuir al desarrollo de la autovaloración intelectual y social en adolescentes de 8vo grado de la ESBU Eduardo Anoceto Rega del municipio de Santa Clara. Ello responde a la necesidad de estimular el desarrollo de esta formación psicológica en el contexto escolar, dada la estrecha relación que manifiesta con variables psicopedagógicas como el rendimiento académico, así como el establecimiento de relaciones interpersonales adecuadas y el enfrentamiento positivo de los adolescentes a los cambios vivenciados durante esta etapa. Para el logro de dicho objetivo la investigación fue
sustentada en una metodología mixta, específicamente con un tipo de estudio explicativo y un diseño pre-experimental de tipo pretest-postest con un solo grupo. La muestra no probabilística estuvo integrada por 18 adolescentes de 8vo grado, seleccionados de manera intencional, con los cuales fueron conformadas 9 díadas homogéneas, partiendo del diagnóstico del nivel de estructuración o adecuación de la autovaloración en sus dimensionessocial e intelectual. Los resultados de la investigación, obtenidos a través del análisis de material audiovisual y del análisis cualitativo y estadístico de la información obtenida en la aplicación pretest y postest de los instrumentos de diagnóstico, constatan la efectividad del programa psicoeducativo propuesto, mostrándose un desarrollo en ambas dimensiones de la
autovaloración, en los adolescentes de la muestra.
The present investigation proposes a building self-valoration program, based on interactions in duets for the resolution of tasks, starting from the use of the method of cooperative learning; with the objective of contributing to the development of the intellectual and social sel-valoration in adolescents of 8vo degree of the Secondary School “Eduardo Anoceto Rega”, of the municipality of Santa Clara. It´s responds it to the necessity of stimulating the development of this psychological formation in the school, given context the narrow relationship that manifests with pedagogic variables as the academic yield, as well as the establishment of appropriate interpersonal relationships and the positive confrontation of the adolescents to the experienced changes during this stage. For the achievement of this objective the investigation was sustained in a mixed methodology, specifically with a type of explicative study and a pre-experimental design of type pretest and postest with a single group. The intentional sample was integrated by 18 adolescents of 8vo degree, with which 9 homogeneous duets were conformed, leaving of the diagnosis of the structuring level or adaptation of the self-valoration in their social dimensions and intellectual. The results of the investigation, obtained through the analysis of audiovisual material and of the qualitative and statistical analysis of the information obtained in the application pretest and postest of the diagnosis instruments, they verify the effectiveness of the proposed building self-concept program, being shown a development in both dimensions of the self-valoration, in the adolescents of the sample.
The present investigation proposes a building self-valoration program, based on interactions in duets for the resolution of tasks, starting from the use of the method of cooperative learning; with the objective of contributing to the development of the intellectual and social sel-valoration in adolescents of 8vo degree of the Secondary School “Eduardo Anoceto Rega”, of the municipality of Santa Clara. It´s responds it to the necessity of stimulating the development of this psychological formation in the school, given context the narrow relationship that manifests with pedagogic variables as the academic yield, as well as the establishment of appropriate interpersonal relationships and the positive confrontation of the adolescents to the experienced changes during this stage. For the achievement of this objective the investigation was sustained in a mixed methodology, specifically with a type of explicative study and a pre-experimental design of type pretest and postest with a single group. The intentional sample was integrated by 18 adolescents of 8vo degree, with which 9 homogeneous duets were conformed, leaving of the diagnosis of the structuring level or adaptation of the self-valoration in their social dimensions and intellectual. The results of the investigation, obtained through the analysis of audiovisual material and of the qualitative and statistical analysis of the information obtained in the application pretest and postest of the diagnosis instruments, they verify the effectiveness of the proposed building self-concept program, being shown a development in both dimensions of the self-valoration, in the adolescents of the sample.