El rol del docente ante situaciones de agresividad en el aula

El objetivo del estudio fue determinar las evidencias de validez del Cuestionario de Agresividad Premeditada e Impulsiva (CAPI–A) en una muestra de escolares peruanos (N= 528) entre 12 a 18 años. El cuestionario estuvo compuesto de 24 ítems en formato Likert de 5 puntos. Se hallaron las evidencias de validez de contenido (vo > ,70), así como de estructura interna, se verificó el modelo de dos dimensiones con adecuados índices de ajuste (x2/gl = 4,27, RSMEA = ,064 S-RMR = ,056, CFI = ,96, TLI = ,95; λ > ,35); además, se reportó la correlación entre las dimensiones del Cuestionario de Agresividad Proactiva y Reactiva (r > ,30); y, finalmente se halló la confiabilidad por consistencia interna con el coeficiente Omega (ω > ,70) y estabilidad temporal (test-restest > ,70). Se concluye que el Cuestionario de Agresividad Premeditada e Impulsiva presenta adecuadas evidencias de validez y fiabilidad en la muestra participante. Se recomienda obtener nuevas evidencias psicométricas en otros contextos. The objective of the study was to determine the validity evidences of the Premeditated and Impulsive Aggression Questionnaire (CAPI - A) in a sample of Peruvian schoolchildren (N = 528) between 12 and 18 years old. The questionnaire consisted of 24 items in a 5-point Likert format. Evidence of content validity (vo> .70), as well as of internal structure, was verified the two-dimensional model with adequate fit indices (x2 / gl = 4.27, RSMEA = .064 S-RMR = .056, CFI = .96, TLI = .95; λ> .35); Furthermore, the correlation between the dimensions of the Proactive and Reactive Aggression Questionnaire (r>, 30) was reported; and, finally, the reliability was found by internal consistency with the Omega coefficient (ω>, 70) and temporal stability (test-restest>, 70). It is concluded that the Premeditated and Impulsive Aggression Questionnaire presents sufficient evidence of validity and reliability in the participating sample. Obtaining new psychometric evidence in other contexts is recommended.

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Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

Swiss Journal of Psychology ◽

10.1024//1421-0185.61.1.34 ◽

2002 ◽

Vol 61 (1) ◽

pp. 34-44 ◽

Cited By ~ 8

Author(s):

Eric Tafani ◽

Lionel Souchet

Keyword(s):

Higher Education ◽

Social Representations ◽

Cognitive Restructuring ◽

Social Representation ◽

Two Dimensional ◽

Dimensional Model ◽

Social Actions ◽

The Social ◽

Two Dimensional Model ◽

Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

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