Publication: Miedo y rendimiento académico en el contexto pluricultural de Ceuta
Authors
Pulido Acosta, Federico ; Herrera Clavero, Francisco
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Este trabajo tiene como objetivo fundamental conocer los tipos, niveles y relaciones del
Miedo y el Rendimiento Académico del alumnado de la ciudad de Ceuta. Se contó con 1186
participantes, de 9 centros educativos distintos, que reflejan la pluriculturalidad de la ciudad;
de los cuales, el 57.8% son mujeres y el 42.2% varones, y el 58.9% de cultura/religión
musulmana y el 41.1% cristianos. Como instrumentos de evaluación se emplearon la adaptación
de Ascensio, Vila, Robles-García, Páez, Fresán y Vázquez (2012) del Inventario de Miedo para
Niños (FSSC-II), la de Matesanz (2006) del Inventario de Temores (FSS) y las calificaciones
de los alumnos. Los resultados reflejan niveles medios de Miedo y Rendimiento, influyendo en
ellas las sociodemográficas de edad, género, cultura/religión y estatus socio-económico-cultural.
El desarrollo evolutivo y los diferentes patrones de crianza justifican estas diferencias. Miedo y
Rendimiento Académico son inversamente proporcionales, demostrando que el entrenamiento
de las emociones puede ser un elemento importante en el logro del éxito personal y profesional.
The main objective of this paper is to reflect the types and levels of Fear and Academic Achievement (and the influence over each other), of students in the city of Ceuta. To make it possible we focused on 1186 participants from 9 different educational institutions that clearly reflect the city’s pluricultural features; 42.2% of them are boys and 57.8% girls; 58.9% of the total are Muslims and 41.1% Christians. The techniques used in this survey are FSSC-II, adapted by Ascensio, Vila, Robles-García, Páez, Fresán & Vázquez (2012), the Matesanz (2006) adaptation of FSS as well as the children›s grades. The results show medium levels on Fear and Achievement, and they are influenced by the sociodemographic factors of age, gender, customs/religion and socioeconomic and cultural. We have also found a relationship between Fear and Academic Achievement. Evolutive development and different nurturing patters justify these differences. There is an inverse ratio between Fear and Achievement that is why emotion training and development may be a key element to personal and professional success.
The main objective of this paper is to reflect the types and levels of Fear and Academic Achievement (and the influence over each other), of students in the city of Ceuta. To make it possible we focused on 1186 participants from 9 different educational institutions that clearly reflect the city’s pluricultural features; 42.2% of them are boys and 57.8% girls; 58.9% of the total are Muslims and 41.1% Christians. The techniques used in this survey are FSSC-II, adapted by Ascensio, Vila, Robles-García, Páez, Fresán & Vázquez (2012), the Matesanz (2006) adaptation of FSS as well as the children›s grades. The results show medium levels on Fear and Achievement, and they are influenced by the sociodemographic factors of age, gender, customs/religion and socioeconomic and cultural. We have also found a relationship between Fear and Academic Achievement. Evolutive development and different nurturing patters justify these differences. There is an inverse ratio between Fear and Achievement that is why emotion training and development may be a key element to personal and professional success.
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