Estudio de la Validez Interna y Externa de un Cuestionario

sobre Conductas Problemáticas para la Convivencia según el Profesor

J. Peralta^*, M.D.Sánchez, M.V. Trianes, & J. de la Fuente

Departamento de Psicología Evolutiva y de la EducaciónUniversidade de Málaga e Universidade de Almeria, Espanha

 

Estudo da Validade Interna e Externa de uma Tipologia sobre

Condutas Problemáticas para a Convivência Escolar segundo o Professor

RESUMO: Foi realizada uma pesquisa baseada na análise das partes de disciplinas que são emitidas pelos professores em dois institutos da província de almeria, Espanha. A partir deste material foi elaborada uma tipologia com as seguintes categorias: conduta indisciplinada, conduta anti-social, maltrato entre iguais e condutas disruptivas. O propósito do estudo é o de analisar a validade e a fidedilidade do instrumento para a avaliação de problemas de convivência nos centros escolares, a partir do ponto de vista dos professores. Para isso, além de estudar a consistência interna, foi realizada uma análise para delimitar grupos diferentes de sujeitos a partir da tipologia e ver se diferem numa medida de competências sociais a partir também da avaliação do professor. A tipologia diferencia suas categorias no que se refere à competência social avaliada pelo professor, delineando-se como um interessante instrumento capaz de integrar a convivência em centros escolares, que hoje supõem perspectivas de estudo separadas.

Palavras chave: Avaliação, Competência social, Conduta antisocial, Professores.

 

 

Internal and External Validity of Teachers' Questionnaire about

Problem Behaviours for the Interpersonal Relationship in High School

ABSTRACT: A poll based on the analyses of discipline reports was made up. These reports are given by teachers of two public high schools in Almeria. Starting from this material, a questionnaire including the following categories was elaborated: undisciplined, antisocial, bullying and disruptive behaviour. The objective of this study is to analyse the validity and reliability of such instrument for the evaluation of interpersonal relationship problem at high school, according to teachers. In order to do this, we have studied the internal consistence. This typology differs its categories according a measure of social competence evaluated by teacher. In this way, we can consider it as an interesting instrument, capable of integrate the evaluation of different problem relational behaviours in high school, nowadays these problems are supposed from different perspectives of study.

Key words: Antisocial behavior, Assessment, Social competence, Teachers.

 

 

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