Estilos de aprendizaje y trastornos de comportamiento en adolescentes estudiantes de bachillerato en una institución educativa pública de Palmar de Varela (Atl, Co) en el 2022-1
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Fecha
2022
Autores
Barrios Reales, Kimberly Nuris
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias de la Salud
Facultad de Ciencias de la Salud
Resumen
El comportamiento es la manera en la que el individuo interactúa con el entorno y los estilos de aprendizaje son la manera cómo éste procesa la información de del mismo. Los trastornos del comportamiento pueden afectar cómo se procesa la información externa.
Objetivo: Evaluar la relación entre los estilos de aprendizaje y trastornos del comportamiento en adolescentes estudiantes de bachillerato en una institución pública.
Metodología: Se realizó un estudio analítico, tipo correlacional, para establecer los estilos de aprendizaje mediante el test CHAEA y los trastornos del comportamiento mediante el Cuestionario ESPERI. Luego de obtener los puntajes en ambos test se realizó una baremación para determinar los estilos de aprendizaje de mayor ocurrencia, así como los trastornos del comportamiento (Disocial, inatención-Impulsividad, predisocial, psicopatía e hiperactividad). Posteriormente se realizó un análisis de correspondencias canónicas para establecer cuál estilo de aprendizaje se encontraba relacionado con un trastorno específico (en caso que lo hubiere). A los datos también se les realizó estadística descriptiva. Los datos fueron procesados en R-CRAN con una significancia menor que 0.05.
Resultados: Se evaluaron 153 estudiantes con una proporción de sexos de 1:1 hombre: mujer. La edad promedio fue de 16.02±0.97, teniendo los hombres un
promedio mayor que el de las mujeres (p: 0.0204). La mayor impresión diagnóstica de trastorno del comportamiento fue el Disocial para manifestaciones en moderado y severo, seguido de Disocial; psicopatía en estas mismas manifestaciones. Solo el 22% de los estudiantes no mostraron impresión de tener algún grado de trastorno del comportamiento. Las relaciones entre los trastornos del comportamiento y los estilos de aprendizaje fueron: Para el trastorno disocial- psicopatía con el estilo de aprendizaje pragmático y teórico pragmático. Las personas sin impresión de trastorno del comportamiento tuvieron una asociación con el estilo de aprendizaje teórico.
Behavior is the way we interact with the environment and learning styles is the way we process information from that environment. Behavior disorders can affect how we process external information. Objective: To evaluate the relationship between learning styles and behavioral disorders in adolescent high school students. Methodology: An analytical study, correlational type, was carried out to establish the learning styles mediated by the CHEA test and behavioral disorders by the ESPERI test, after obtaining the scores in both tests, a scale was carried out to determine the styles of greater occurrence as well such as behavioral disorders (Dissocial, attention-impulsivity , predisocial, psychopathy and hyperactivity), a canonical correspondence analysis was subsequently performed to establish which style was related to which disorder (if any). Descriptive statistics were also performed on the data. The data was processed in R-CRAN with a significance less than 0.05. Results: 153 students with a sex ratio of 1:1 male: female were evaluated, the average age was 16.02±0.97, with males having a higher average than females (p: 0.0204). The diagnostic impression of the behavioral disorder was dissocial for Moderate and Severe manifestations, followed by Psychopathy in these same manifestations. Only 22% of the students did not show the impression of having some degree of behavioral disorder. The relationships between behavioral disorders and learning styles were between dissocial disorder.psychopathy with pragmatic and theoretical|pragmatic style. People without impression of behavior disorder had an association with theoretical learning style.
Behavior is the way we interact with the environment and learning styles is the way we process information from that environment. Behavior disorders can affect how we process external information. Objective: To evaluate the relationship between learning styles and behavioral disorders in adolescent high school students. Methodology: An analytical study, correlational type, was carried out to establish the learning styles mediated by the CHEA test and behavioral disorders by the ESPERI test, after obtaining the scores in both tests, a scale was carried out to determine the styles of greater occurrence as well such as behavioral disorders (Dissocial, attention-impulsivity , predisocial, psychopathy and hyperactivity), a canonical correspondence analysis was subsequently performed to establish which style was related to which disorder (if any). Descriptive statistics were also performed on the data. The data was processed in R-CRAN with a significance less than 0.05. Results: 153 students with a sex ratio of 1:1 male: female were evaluated, the average age was 16.02±0.97, with males having a higher average than females (p: 0.0204). The diagnostic impression of the behavioral disorder was dissocial for Moderate and Severe manifestations, followed by Psychopathy in these same manifestations. Only 22% of the students did not show the impression of having some degree of behavioral disorder. The relationships between behavioral disorders and learning styles were between dissocial disorder.psychopathy with pragmatic and theoretical|pragmatic style. People without impression of behavior disorder had an association with theoretical learning style.
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Trastornos del comportamiento, Estilo de aprendizaje, Adolescencia, Conductas disruptivas, Behavior disorders, Learning style, Adolescence, Disruptive behaviors