A. Fernández-Fuertes, M. Orgaz-Baz, Mariana De Lima-Silva, M. Fallas-Vargas, José-Antonio García-Martínez
Most of human aggressive behavior occurs in the context of a romantic relationship. Adolescents are not an exception: research show a significant prevalence of dating violence, revealing the need for further study, especially in Latin America, given the lack of research on this topic. This study aims at strengthening knowledge about aggressive behavior in adolescent dating relationships in Costa Rica, taking into account different aggressive behaviors, not only physical or sexual abuse; differences by gender are also analyzed. Based on an ex post facto design, a standardized instrument was used to measure five types of aggressive behavior (i.e., verbal-emotional, physical, sexual, relational and threats) in a sample of 468 adolescents from Heredia (Costa Rica). Results show that most participants had committed or suffered aggressions in dating relationships, especially verbal-emotional or both verbal-emotional and sexual abuse, but the mean frequency of reported aggression was low; some significant intersex differences were also found. Results obtained indicate that adolescents have difficulties to deal with conflicts in their romantic relationship; thus this problem needs to be addressed holistically in order to increase the impact of prevention programs for youth.
{"title":"Agresiones en el noviazgo: Un estudio con adolescentes de Heredia (Costa Rica)","authors":"A. Fernández-Fuertes, M. Orgaz-Baz, Mariana De Lima-Silva, M. Fallas-Vargas, José-Antonio García-Martínez","doi":"10.15359/REE.19-3.7","DOIUrl":"https://doi.org/10.15359/REE.19-3.7","url":null,"abstract":"Most of human aggressive behavior occurs in the context of a romantic relationship. Adolescents are not an exception: research show a significant prevalence of dating violence, revealing the need for further study, especially in Latin America, given the lack of research on this topic. This study aims at strengthening knowledge about aggressive behavior in adolescent dating relationships in Costa Rica, taking into account different aggressive behaviors, not only physical or sexual abuse; differences by gender are also analyzed. Based on an ex post facto design, a standardized instrument was used to measure five types of aggressive behavior (i.e., verbal-emotional, physical, sexual, relational and threats) in a sample of 468 adolescents from Heredia (Costa Rica). Results show that most participants had committed or suffered aggressions in dating relationships, especially verbal-emotional or both verbal-emotional and sexual abuse, but the mean frequency of reported aggression was low; some significant intersex differences were also found. Results obtained indicate that adolescents have difficulties to deal with conflicts in their romantic relationship; thus this problem needs to be addressed holistically in order to increase the impact of prevention programs for youth.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carlos Alberto Mayora-Pernía, Nelly Fernández de Morgado
The purpose of this paper is to provide a bibliographic review about the relation between locus of control (LC) and academic achievement in higher education students. Online repositories were the main source of information. The most important findings show that, (a) the LC construct has evolved from being a dichotomist to a multidimensional variable; (b) there are very few recent international studies and none of them covers Latin-America; (c) interdisciplinary research is scarce and the absence of the qualitative approach is noticeable; and, (d) whether direct or indirectly, most studies show a relation between LC and academic achievement in higher education. These findings show the need to address this topic in Latin America. It is suggested to conduct interdisciplinary, longitudinal, qualitative, and quantitative studies under the supervision of institutions and teachers; the results would be used to design interventions to improve que quality of education.
{"title":"Locus de control y rendimiento académico en educación universitaria: Una revisión bibliográfica","authors":"Carlos Alberto Mayora-Pernía, Nelly Fernández de Morgado","doi":"10.15359/REE.19-3.16","DOIUrl":"https://doi.org/10.15359/REE.19-3.16","url":null,"abstract":"The purpose of this paper is to provide a bibliographic review about the relation between locus of control (LC) and academic achievement in higher education students. Online repositories were the main source of information. The most important findings show that, (a) the LC construct has evolved from being a dichotomist to a multidimensional variable; (b) there are very few recent international studies and none of them covers Latin-America; (c) interdisciplinary research is scarce and the absence of the qualitative approach is noticeable; and, (d) whether direct or indirectly, most studies show a relation between LC and academic achievement in higher education. These findings show the need to address this topic in Latin America. It is suggested to conduct interdisciplinary, longitudinal, qualitative, and quantitative studies under the supervision of institutions and teachers; the results would be used to design interventions to improve que quality of education.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.19-3.16","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recibido 14 de noviembre de 2014 • Corregido 5 de agosto de 2015 • Aceptado 14 de agosto de 2015 Mediante una distincion entre el paradigma disciplinario positivista, que segmenta el saber humano en disciplinas aisladas y el paradigma sistemico, que busca la integracion del conocimiento con el recurso a la inter y transdisciplinaridad, se senala la conveniencia y necesidad de preparar al personal docente nuevo en este ultimo. Se expone un ejemplo de como realizar la experiencia formativa segun el paradigma sistemico en un curso de Lectura avanzada en ingles, en una carrera de formacion de docentes.
{"title":"Cómo orientar la formación del personal docente nuevo hacia la adquisición de un paradigma sistémico","authors":"Luis Guillermo Barrantes-Montero","doi":"10.15359/REE.19-3.22","DOIUrl":"https://doi.org/10.15359/REE.19-3.22","url":null,"abstract":"Recibido 14 de noviembre de 2014 • Corregido 5 de agosto de 2015 • Aceptado 14 de agosto de 2015 Mediante una distincion entre el paradigma disciplinario positivista, que segmenta el saber humano en disciplinas aisladas y el paradigma sistemico, que busca la integracion del conocimiento con el recurso a la inter y transdisciplinaridad, se senala la conveniencia y necesidad de preparar al personal docente nuevo en este ultimo. Se expone un ejemplo de como realizar la experiencia formativa segun el paradigma sistemico en un curso de Lectura avanzada en ingles, en una carrera de formacion de docentes.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims at defining the relation between the students’ moral development level and their academic performance in the subject of Social Sciences-Geography, with the participation of twelve students enrolled in the third year of compulsory secondary education in school of Murcia, Spain. Kohlberg theorized the moral judgment development process in which people go through six stages, identifying in each one of them how we react when confronted with a moral dilemma; an instrument designed for this study, based on such theory, will allow us to know the stage of moral development of the participants. The results will reveal a tendency to a direct and positive relation, leading to the conclusion that it is interesting to examine the stage of moral judgment in the classroom. In addition, some educational and research recommendations are provided at the end of this paper.
{"title":"El desarrollo del juicio moral en Kohlberg como factor condicionante del rendimiento académico en ciencias sociales de un grupo de estudiantes de educación secundaria","authors":"José Díaz-Serrano","doi":"10.15359/REE.19-3.8","DOIUrl":"https://doi.org/10.15359/REE.19-3.8","url":null,"abstract":"This study aims at defining the relation between the students’ moral development level and their academic performance in the subject of Social Sciences-Geography, with the participation of twelve students enrolled in the third year of compulsory secondary education in school of Murcia, Spain. Kohlberg theorized the moral judgment development process in which people go through six stages, identifying in each one of them how we react when confronted with a moral dilemma; an instrument designed for this study, based on such theory, will allow us to know the stage of moral development of the participants. The results will reveal a tendency to a direct and positive relation, leading to the conclusion that it is interesting to examine the stage of moral judgment in the classroom. In addition, some educational and research recommendations are provided at the end of this paper.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.19-3.8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay presents metacognition as a tool to promote a classroom environment inclusive for students with disabilities. It aims at promoting reflection on the methodology to address diversity within the classroom, considering the population with disabilities as one of the major groups to bear in mind. Within the conceptual approach, inclusive education is seen as the way to address diversity in the Costa Rican education system, where education is considered a fundamental human right. The Ministry of Public Education of Costa Rica is moving from a rehabilitative approach to an inclusive education approach. Metacognition is a way to raise awareness on the pedagogical mediation within the classroom environment. This paper includes results from a series of descriptive and qualitative studies conducted at Universidad Nacional, Costa Rica, which demonstrate that many of the difficulties presented in the student population are due to methodological aspects and an inadequate delivery of the contents by the teachers. The methodology used helps us to understand the ways in which students perform the cognitive processes through metacognitive strategies. It is concluded that the teaching strategies proposed to meet the educational needs comprehensively is fundamental for achieving inclusive educational processes.
{"title":"La metacognición: Una herramienta para promover un ambiente áulico inclusivo para estudiantes con discapacidad","authors":"Ana Patricia Vázquez-Chaves","doi":"10.15359/REE.19-3.10","DOIUrl":"https://doi.org/10.15359/REE.19-3.10","url":null,"abstract":"This essay presents metacognition as a tool to promote a classroom environment inclusive for students with disabilities. It aims at promoting reflection on the methodology to address diversity within the classroom, considering the population with disabilities as one of the major groups to bear in mind. Within the conceptual approach, inclusive education is seen as the way to address diversity in the Costa Rican education system, where education is considered a fundamental human right. The Ministry of Public Education of Costa Rica is moving from a rehabilitative approach to an inclusive education approach. Metacognition is a way to raise awareness on the pedagogical mediation within the classroom environment. This paper includes results from a series of descriptive and qualitative studies conducted at Universidad Nacional, Costa Rica, which demonstrate that many of the difficulties presented in the student population are due to methodological aspects and an inadequate delivery of the contents by the teachers. The methodology used helps us to understand the ways in which students perform the cognitive processes through metacognitive strategies. It is concluded that the teaching strategies proposed to meet the educational needs comprehensively is fundamental for achieving inclusive educational processes.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recibido 10 de febrero de 2015 • Corregido 14 de julio de 2015 • Aceptado 31 de julio de 2015El articulo que se presenta seguidamente se realizo con base en la investigacion3 relacionada con los ambientes escolares que propician el aprendizaje de los ninos y ninas. El objetivo planteado busco “determinar los factores fisicos y socioemocionales de los ambientes escolares que favorecen el aprendizaje”. Para tal efecto, la investigacion tuvo un enfoque mixto de tipo exploratorio y descriptivo de los diversos elementos fisicos y emocionales que inciden en el ambiente de aula y, por consiguiente, en el aprendizaje. Para efecto del presente articulo solo se hace referencia a los datos aportados por la poblacion infantil participante que correspondio a 307 ninos y ninas escolares de centros educativos publicos de seis provincias del pais, seleccionados intencionalmente, a traves de la coordinacion y negociacion con las autoridades de centros educativos que accedieron a participar. Los instrumentos empleados en la recopilacion de los datos fueron dos cuestionarios con preguntas cerradas y abiertas, un registro anecdotico y una guia con base en la cual se realizo la tecnica de observacion. El analisis de la informacion derivada de la tecnica y los instrumentos utilizados se elaboro complementando los datos cuantitativos con los cualitativos. Para la interpretacion de estos ultimos, se crearon categorias emergentes. Se espera que la informacion brindada por los ninos y ninas sea un insumo para que tanto las universidades como autoridades y docentes se sensibilicen ante la imperante necesidad de que los ambientes escolares sean esteticos, agradables, motivantes, comodos, limpios y promuevan la estabilidad emocional que todo ser humano requiere para que el proceso de aprendizaje sea exitoso.
{"title":"Los ambientes de aula que promueven el aprendizaje, desde la perspectiva de los niños y niñas escolares","authors":"M. Pérez, M. E. Ramírez","doi":"10.15359/REE.19-3.11","DOIUrl":"https://doi.org/10.15359/REE.19-3.11","url":null,"abstract":"Recibido 10 de febrero de 2015 • Corregido 14 de julio de 2015 • Aceptado 31 de julio de 2015El articulo que se presenta seguidamente se realizo con base en la investigacion3 relacionada con los ambientes escolares que propician el aprendizaje de los ninos y ninas. El objetivo planteado busco “determinar los factores fisicos y socioemocionales de los ambientes escolares que favorecen el aprendizaje”. Para tal efecto, la investigacion tuvo un enfoque mixto de tipo exploratorio y descriptivo de los diversos elementos fisicos y emocionales que inciden en el ambiente de aula y, por consiguiente, en el aprendizaje. Para efecto del presente articulo solo se hace referencia a los datos aportados por la poblacion infantil participante que correspondio a 307 ninos y ninas escolares de centros educativos publicos de seis provincias del pais, seleccionados intencionalmente, a traves de la coordinacion y negociacion con las autoridades de centros educativos que accedieron a participar. Los instrumentos empleados en la recopilacion de los datos fueron dos cuestionarios con preguntas cerradas y abiertas, un registro anecdotico y una guia con base en la cual se realizo la tecnica de observacion. El analisis de la informacion derivada de la tecnica y los instrumentos utilizados se elaboro complementando los datos cuantitativos con los cualitativos. Para la interpretacion de estos ultimos, se crearon categorias emergentes. Se espera que la informacion brindada por los ninos y ninas sea un insumo para que tanto las universidades como autoridades y docentes se sensibilicen ante la imperante necesidad de que los ambientes escolares sean esteticos, agradables, motivantes, comodos, limpios y promuevan la estabilidad emocional que todo ser humano requiere para que el proceso de aprendizaje sea exitoso.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2015-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.19-3.11","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article arises from a research work entitled “Institutional Diagnosis: Equity Relations between Men and Women at the National University: Second Phase,” performed in 2011 by the Institute of Women’s Studies. This study aims at “Analyzing, from a gender perspective, the social and labor conditions and positioning of those academic employees at the National University in order to determine the gender inequity gaps that restrict the full development of men and women.” This research was conducted by reviewing listings of people elected for decision-making positions from 1976 to mid-2009. This information was provided by the National University Elections Commission (TEUNA3, for its Spanish acronym). Interviews were made to women who, for the first time, held senior positions at this university and who are still working here. Among the main findings of this research is the gradual increase of women holding senior positions such as Rector, Dean and Director. Once the interviews had been transcribed, we proceeded to prepare the categories of analysis. When the university was first founded, most Dean’s positions were held by men. But throughout time –in the 2000s, equity regarding the number of men and women in this category was observed. In terms of management positions, faculties with a significant number of male academic employees -such as Social Sciences, Earth and Ocean Sciences, and Natural Sciences, have little representation of women in these positions. This article finds that women positively evaluate their experience in senior positions since it has helped them grow and gain personal and professional confidence. They also highlighted a number of achievements and contributions made to their corresponding academic units.
{"title":"Movilidad de mujeres académicas en puestos de decisión: El caso de la Universidad Nacional de Costa Rica","authors":"Doris Fernández-Carvajal, Paula Sequeira-Rovira","doi":"10.15359/REE.19-2.13","DOIUrl":"https://doi.org/10.15359/REE.19-2.13","url":null,"abstract":"This article arises from a research work entitled “Institutional Diagnosis: Equity Relations between Men and Women at the National University: Second Phase,” performed in 2011 by the Institute of Women’s Studies. This study aims at “Analyzing, from a gender perspective, the social and labor conditions and positioning of those academic employees at the National University in order to determine the gender inequity gaps that restrict the full development of men and women.” This research was conducted by reviewing listings of people elected for decision-making positions from 1976 to mid-2009. This information was provided by the National University Elections Commission (TEUNA3, for its Spanish acronym). Interviews were made to women who, for the first time, held senior positions at this university and who are still working here. Among the main findings of this research is the gradual increase of women holding senior positions such as Rector, Dean and Director. Once the interviews had been transcribed, we proceeded to prepare the categories of analysis. When the university was first founded, most Dean’s positions were held by men. But throughout time –in the 2000s, equity regarding the number of men and women in this category was observed. In terms of management positions, faculties with a significant number of male academic employees -such as Social Sciences, Earth and Ocean Sciences, and Natural Sciences, have little representation of women in these positions. This article finds that women positively evaluate their experience in senior positions since it has helped them grow and gain personal and professional confidence. They also highlighted a number of achievements and contributions made to their corresponding academic units.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From 2006 to 2014, the Ministry of Public Education of Costa Rica implemented four strategic actions to reduce high school dropout rates. The main purpose of these actions was to promote student participation and student identification with their school. Studies prepared by the Ministry of Education and the Comptroller of the Republic were revised to assess the impact of these actions. The result of these actions does not show an actual decrease in the number of students who leave high school. Therefore, a more holistic view is necessary to ensure the students’ stay. This review suggests using use the concept of student engagement and applying a three tier system-wide dropout preventive actions: universal, targeted and intensive.
{"title":"Propuesta de un nuevo enfoque para reducir el abandono escolar en secundaria","authors":"Mauricio Cristhian Portillo-Torres","doi":"10.15359/ree.19-2.17","DOIUrl":"https://doi.org/10.15359/ree.19-2.17","url":null,"abstract":"From 2006 to 2014, the Ministry of Public Education of Costa Rica implemented four strategic actions to reduce high school dropout rates. The main purpose of these actions was to promote student participation and student identification with their school. Studies prepared by the Ministry of Education and the Comptroller of the Republic were revised to assess the impact of these actions. The result of these actions does not show an actual decrease in the number of students who leave high school. Therefore, a more holistic view is necessary to ensure the students’ stay. This review suggests using use the concept of student engagement and applying a three tier system-wide dropout preventive actions: universal, targeted and intensive.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ana María Hernández-Segura, Luz Emilia Flores-Davis
This article considers the training and professional development of teachers in the literacy field, in order to analyze the implications of implementing the new Spanish program for Elementary Education in Costa Rica. For this purpose, the results obtained from questionnaires completed by current elementary teachers are shared, in order to get firsthand knowledge of their professional training and experience, as well as their training and pedagogical needs in the literacy field. Among the main findings of the research, it is considered as critical that the teachers’ own training and professional development regarding the initial processes of reading and writing allow them to fully comprehend the theoretical background of the Elementary Level Spanish Program; otherwise, there is a risk of misinterpretations and incorrect practices that might jeopardize the Program´s approach.
{"title":"Necesidades de formación docente y desarrollo profesional en el área de la lectoescritura: Implicaciones del nuevo programa de español para I Ciclo de la Educación General Básica, en Costa Rica","authors":"Ana María Hernández-Segura, Luz Emilia Flores-Davis","doi":"10.15359/REE.19-2.8","DOIUrl":"https://doi.org/10.15359/REE.19-2.8","url":null,"abstract":"This article considers the training and professional development of teachers in the literacy field, in order to analyze the implications of implementing the new Spanish program for Elementary Education in Costa Rica. For this purpose, the results obtained from questionnaires completed by current elementary teachers are shared, in order to get firsthand knowledge of their professional training and experience, as well as their training and pedagogical needs in the literacy field. Among the main findings of the research, it is considered as critical that the teachers’ own training and professional development regarding the initial processes of reading and writing allow them to fully comprehend the theoretical background of the Elementary Level Spanish Program; otherwise, there is a risk of misinterpretations and incorrect practices that might jeopardize the Program´s approach.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self-esteem in teenagers is a very important matter first for teenagers, second for their educational process, and finally for education itself, as educated individuals are productive for society. Self-esteem is the element that can significantly increase students’ academic motivation as well as a favorable emotional state to achieve adequate school performance and educational development, as an individual and as a collective subject aiming towards fulfillment. It is very important that teachers know the self-reference elements that shape and nurture self-esteem in order to work with them as educational processes and thus fortify their holistic pedagogical task.
{"title":"Autoestima, adolescencia y pedagogía","authors":"Itzel Silva-Escorcia, Omar Mejía-Pérez","doi":"10.15359/REE.19-1.13","DOIUrl":"https://doi.org/10.15359/REE.19-1.13","url":null,"abstract":"Self-esteem in teenagers is a very important matter first for teenagers, second for their educational process, and finally for education itself, as educated individuals are productive for society. Self-esteem is the element that can significantly increase students’ academic motivation as well as a favorable emotional state to achieve adequate school performance and educational development, as an individual and as a collective subject aiming towards fulfillment. It is very important that teachers know the self-reference elements that shape and nurture self-esteem in order to work with them as educational processes and thus fortify their holistic pedagogical task.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.19-1.13","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：