Relationship between type and number of school sanctions with adaptation and self / hetero assertiveness

• Francisco Javier Yuste ^[1] ; María del Mar Saneiro Silva ^[2] ; María Elena del Campo Adrián ^[2]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  2. [2] Universidad Nacional de Educación a Distancia

     Universidad Nacional de Educación a Distancia

     Madrid, España

     
• Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 3, Nº. 1, 2011, págs. 521-530
• Idioma: inglés
• Enlaces
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• Resumen

  • Disruptive behaviours within the classroom, are acquiring a growing curve in recent years. They are influencing in a very negative way not only in the daily coexistence but also in the educational process. This article seeks to ascertain the relationship between the type and number of school sanctions received by the students and their Adaptation and Assertiveness. The results show that sanctioned pupils obtained scores significantly lower in Adaptation and Self/ Hetero Assertiveness than not punished pupils. These results show that we can improve the "antisocial behaviour" in classrooms increasing the student´s Adaptation to their nearest environment and Assertiveness.