Disfunción Familiar y Conductas Disruptivas en estudiantes de 8vo año de EGBS de la Unidad Educativa Pio Jaramillo Alvarado
The family plays a significant role in the emergence or prevention of disruptive behaviors since it is the predominant environment where we first establish the behavior of each member. And it also plays a fundamental role in the emotional, social, and psychological well-being of its members. In this...
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| Natura: | bachelorThesis |
| Lingua: | spa |
| Pubblicazione: |
2022
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| Accesso online: | https://dspace.unl.edu.ec/jspui/handle/123456789/25856 |
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Aggiungi Tag | Riassunto: | The family plays a significant role in the emergence or prevention of disruptive behaviors since it is the predominant environment where we first establish the behavior of each member. And it also plays a fundamental role in the emotional, social, and psychological well-being of its members. In this context, the research aims to establish the relationship between family dysfunction and disruptive behaviors in adolescents in the 8th year of EGBS at the "Pio Jaramillo Alvarado" Educational Unit. Likewise, we sought to identify the type of family functionality in the families to evaluate the type and level of disruptive behavior and to establish the dimensions of family functionality most affected in students with disruptive behaviors. For this purpose, we used a descriptive-correlational design, and non-probabilistic sampling was employed, resulting in an initial sample of 115 students to respond to the first objective: a population of 64 students for the second objective, and finally, a population of 47 students for the third objective. The instruments used were Family Functioning Questionnaire (FF-SIL), Family APGAR, Disruptive Behavior Scale (CDIS), and Teacher Questionnaire. The results establish a statistically significant relationship between family dysfunction and disruptive behaviors, showing that the greater the family dysfunction, the greater the prevalence of disruptive behaviors. We should note that most students come from dysfunctional families in the type and level of disruptive behavior, contempt for the teacher stands out, and finally, among the most affected dimensions are communication, permeability, adaptability, and affection |
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