Social skills in academic performance in teens
Article Sidebar
Main Article Content
Abstract
The prosocial behavior plays an important paper in the academic performance of the teenagers. This type of behavior has a positive impact both on self-assessment and on the evaluation of others, which in turn contributes to the adolescent feeling motivated to act prosocially. By means of the fulfillment of the aims, it was achieved to describe the social skills of the enrolled in school teenagers and to analyze indicators of the prosocial behavior in the teenagers. There was applied to the teenagers a questionnaire structured and validated with Crombash's Alfa. The approach of the problem was made through qualitative-descriptive research which seeks to determine the incidence of variables, so as to have a value judgment to reach the conclusions that allow to propose the most appropriate proposal to the existing problem, and to seek the Integral formation of the students, Considering that the teacher should be seen as a biopsychosocial being. Social behaviors allowed knowing the development of intervention experiences in the educational context, the identification of skills favor socialization with peers and between students and teachers to promote their skills and behaviors.
Downloads
Article Details
The Journal of Communication of SEECI recognizes and promotes copyright rights, as well as the need to disseminate knowledge in an accessible and equitable manner. Our journal operates under a Creative Commons License CC BY-NC 4.0, which allows authors and users to:
- Share and Adapt: Copy, redistribute, and adapt the material published in the journal in any medium or format.
- Attribution: Properly acknowledge authorship and provide a link to the license, indicating if any changes have been made.
- Non-Commercial: Do not use the material for commercial purposes without the express permission of the authors and the journal.
- Authors retain copyright and may enter into non-exclusive agreements for self-archiving, deposit, or distribution of the publisher's version published in this journal, including institutional, national, or international repositories, and personal websites.
References
Adell Cueva, M. A. (2016). Estrategias para mejorar el rendimiento académico de los adolescentes. MAdrid: Red de Bibliotecas Universitarias.
Adserá Bertrán, A. (2008). Terapias de Psicología Positiva. Barcelona: 3Temas.
Alberti, & Emmos. (2008). Teoría de la evaluación y entrenamiento de las habilidades sociales. Valencia: Promolibro.
Brown Kirschman, J. K., Johnson, R. J., & Roberts, M. C. (2008). Positive psychology for children and adolescent: Development, prevention, and promotion. En S. Lopez & C. R. Snyder (Eds.), Handbook of positive psychology (2nd ed., pp. 133-148). New York: Oxford.
Caballo, V. (2016). Teoría, evaluación y entrenamiento de las habilidades sociales. Valencia: Promolibro.
Casanova, Torre, D. l., & Villa, D. l. (2015). Rendimiento Académico y Fracaso Escolar. México: Trillas.
Castro Solano, A. (2010). Fundamentos de Psicología positiva. Buenos Aires: Paidós.
Casullo, M., & Fernández Liporace, M. (2016). Las propuestas de la Psicología Positiva. ¿Universales psicológicos o particulares de una visión cultural?. Anuario de Investigaciones, XIV, 261-268. México: Trillas.
Edel, R. (2013). El Rendimiento Académico: Concepto, Investigación y Desarrollo. REIC - Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación , 15.
Erazo, O. (2010). El estudiante y sus problemas psicoeducativos. Revista de Psicología GEPU, 2.
Erazo, O. A. (2012). El rendimiento académico, un fenómeno de múltiples relaciones y complejidades. Revista Vanguardia Psicológica, 2-3.
García, C. (2015). Habilidades sociales, clima social – familiar y rendimiento académico en estudiantes universitarios. Revista de Psicología: Liberabit , 11, 63 –74.
Hersen, M., & Bellack, A. (2007). Behavior modifcation: An introductory textbook, Baltimore: Williams & Wilkins.
Jaspe, C. (2010). El Rendimiento Estudiantil y las Estrategias de Enseñanza y Aprendizaje.
Lazarus, A. (2011). Behavior Therapy and Beyond. New York: McGraw. Hill.
Liberman. (2012). Social Skill assessment in children: Toward a socially valid instrument. Trabajo presentado en el encuentro de la association for advancement of behaviour therapy. Los Angeles, CA.
Libert, J., & Lewinsohn, P. (2013). The concept of social skill with special reference to the behavior of depressed persons. Journal of Consulting and Clinical Psychology, 40, 304-312.
Mcdonald. (2008). Relaciones Sociales. Barcelona.
Meichenbaum, D., Butler, L., & Grudson, L. (1981). Toward a conceptual model of social competence. En J. Wine y M. Smye (Comps.). Social competence. Nueva York: Guilford Press.
Navarro, H. (2013). El Rendimiento Académico. Valencia: Press.
Nelly. (2012). Habilidades Sociales. México, D.F: Trillas.
Pereira Del Prette, Z. A. (2013). Psicologia de las habilidades sociales: terapia y educación. São Carlos, Brasil: Universidad Federal de São Carlos.
Peterson, C. (2016). A primer in positive psychology. New York : Oxford University Press.
Phillips, E. L. (2008). The social skills bases of psychopathology. Londres: Grune and Stratton.
Reis, H. T., & Gable, S. L. (2013). Toward a positive psychology of relationships. In C. L. Keyes & J. Haidt (Eds.). Flourishing: The positive person and the good life (pp. 129-159). Washington, DC: American Psychological Association.
Rich, & Schoeder. (2016). Habilidades Sociales y autocontrol en la adolescencia de Arnold P. Goldtein. Madrid.
Rytkönen, H., Parpala, A., Lindblom-Ylänne, S., Virtanen, V., & Postareff, L. (2012). Factors affecting bioscience students’ academic achievement. Instructional Science, Vol. 40.
Salter, A. (1949). Condicioned Reflex Therapy. New York.
Seligman, M. (2009). Special Lecture. Documento presentado en First World Congress on Positive Psychology. International Positive Psychology Association. Philadelphia, EE.UU.
Seligman, M. (2011). Fluorish: A visionary new understanding of Happiness and Well-being. . New York: Free Press.
Seligman, M. (2013). Special Lecture. Documento presentado en First World Congress on Positive Psychology. International Positive Psychology Association. Philadelphia, EE.UU.
Velez, E., Schiefelbein, E., & Valenzuela, J. (2014). Factores que afectan el rendimiento académico en la educación primaria. Perú: Ministerio de Educación.
Wilkinson, J., & Canter, S. (2012). Social skills training manual: Assessment, programme design and management of training. Chichester: Wiley.
Wolpe, J. (2008). Psychotherapy by reciprocal inhibition. Stanford, California.
Zapata, Reyes, D. L., Lewis, & Barceló. (2011). La influrencia del rendimiento académico. Buenos Aires: Premium.