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Publication
Asertividad, estado emocional y adaptación en adolescentes
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_María Luisa López Martínez.pdf | 2.92 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
La adolescencia es un periodo vital de gran importancia en el desarrollo de las
personas, sin límites cronológicos exactos, y que trascurre de forma variable según las
características individuales y del grupo de referencia. Los factores y variables implicados
en el adecuado desarrollo personal en esta etapa de la vida, sin duda deben de ser
múltiples. En este trabajo se analiza la relación existente entre: el mantenimiento de
actitudes y valores asertivos en las interacciones sociales, y los niveles de ansiedad, estrés
y adaptación social, con los/as compañeros/as, el centro escolar y con uno/a mismo/a,
todo ello en una muestra de 142 adolescentes, de ambos sexos, de un Colegio de Bilbao.
Para evaluar el nivel de asertividad se ha utilizado el Auto informe de conducta asertiva
(ADCA-1); para la evaluación de los niveles de ansiedad y estrés se han empleado las
escalas Magallanes de Ansiedad y Estrés (EMEST y EMANS) y para valorar los niveles
de adaptación se han aplicado de la Escala Magallanes de Adaptación (EMA) los
factores: adaptación a compañeros/as, personal y al centro escolar en general. Los
resultados del análisis indican que a niveles de asertividad elevados, tanto en autoasertividad
como en hetero-asertividad, se observan mayores niveles de adaptación
personal y con compañeros; así como niveles más bajos de ansiedad y estrés, aumentando
los indicadores de ansiedad y estrés en los estilos de interacción social “Pasivo” y
“Agresivo”. Además, los resultados muestran que no existe relación entre los niveles de
asertividad y la adaptación al centro escolar. Estas evidencias presentan importantes
implicaciones educativas, dado que pone de manifiesto la relevancia del entrenamiento
específico en habilidades asertivas en el ámbito académico como factor protector de
trastornos de ansiedad e inadaptación. Finalmente, nos proponemos mantener abierta esta
línea de investigación, ampliando la muestra y las variables de estudio con el fin de
identificar las variables que pueden afectar a la adaptación al centro escolar.
Adolescence is a critical period of great importance in the development of people with no exact chronological limits and elapses variably according to individual characteristics and the reference group. The factors and variables involved in the proper personal development at this stage of life are multiple. This paper analyzes the relationship between: maintaining assertive attitudes and values in social interactions, and levels of anxiety, stress and social adaptation with peers, the school and oneself, all in a sample of 142 adolescents of both gender from a school in Bilbao. Self Assertive Behavior Report (ADCA-1) was used to assess the level of assertiveness. Magellan Anxiety and Stress Scales (EMEST and EMANS) were used to assess levels of anxiety and stress. Finally the Magellan Scale of Adaptation (EMA) was used to assess adaptation to peers, oneself and the school in general. The results of the analysis suggest that high rates of self- assertiveness and hetero-assertiveness correlate with higher levels of personal adaptation and adaptation to peers, as well as lower levels of anxiety and stress. When passive and aggressive social interaction styles appear, personal well-being and adaptation decrease, that is to say, punctuation decreased in self and heteroassertiveness. Furthermore, the results show that there is not a relation between assertiveness in its to components and adaptation to school. These evidences have important educational implications, standing out the importance of introducing specific assertive skills training programs in school, as a protective factor against emotional distress and maladjustment They also raise the need to keep open this line of research, expanding the sample and variables of study and the possibility of opening a new line of research in order to identify the variables that can affect adaptation to school.
Adolescence is a critical period of great importance in the development of people with no exact chronological limits and elapses variably according to individual characteristics and the reference group. The factors and variables involved in the proper personal development at this stage of life are multiple. This paper analyzes the relationship between: maintaining assertive attitudes and values in social interactions, and levels of anxiety, stress and social adaptation with peers, the school and oneself, all in a sample of 142 adolescents of both gender from a school in Bilbao. Self Assertive Behavior Report (ADCA-1) was used to assess the level of assertiveness. Magellan Anxiety and Stress Scales (EMEST and EMANS) were used to assess levels of anxiety and stress. Finally the Magellan Scale of Adaptation (EMA) was used to assess adaptation to peers, oneself and the school in general. The results of the analysis suggest that high rates of self- assertiveness and hetero-assertiveness correlate with higher levels of personal adaptation and adaptation to peers, as well as lower levels of anxiety and stress. When passive and aggressive social interaction styles appear, personal well-being and adaptation decrease, that is to say, punctuation decreased in self and heteroassertiveness. Furthermore, the results show that there is not a relation between assertiveness in its to components and adaptation to school. These evidences have important educational implications, standing out the importance of introducing specific assertive skills training programs in school, as a protective factor against emotional distress and maladjustment They also raise the need to keep open this line of research, expanding the sample and variables of study and the possibility of opening a new line of research in order to identify the variables that can affect adaptation to school.