Efectos de un programa cognitivo conductual en las conductas agresivas de estudiantes de secundaria
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La agresión escolar, particularmente en el nivel secundario, es un problema persistente a nivel mundial. Este estudio evalúa los efectos de un programa cognitivo-conductual en las conductas agresivas de estudiantes de secundaria. Se empleó un diseño cuantitativo con una muestra de 194 estudiantes y se utilizó el cuestionario de Agresión de Buss y Perry (1992), que incluye 29 ítems distribuidos en cuatro dimensiones: agresión física, agresión verbal, ira y hostilidad. Los resultados revelaron que no se observaron diferencias significativas (p>0.05) entre el pretest y el postest en el grupo control para ninguna de las dimensiones evaluadas. En contraste, en el grupo experimental, se encontraron diferencias significativas (p<0.05) en todas las dimensiones de agresión, lo que indica que el programa tuvo un impacto considerable en la reducción de conductas agresivas. En conclusión, el programa cognitivo-conductual demuestra ser efectivo en la mejora del manejo emocional de los estudiantes de secundaria.
School aggression, particularly at the secondary level, is a persistent problem worldwide. This study evaluates the effects of a cognitive-behavioral program on aggressive behaviors in high school students. A quantitative design was used with a sample of 194 students and the Buss and Perry (1992) Aggression Questionnaire, which includes 29 items distributed in four dimensions: physical aggression, verbal aggression, anger and hostility. The results revealed that no significant differences (p>0.05) were observed between pretest and posttest in the control group for any of the dimensions evaluated. In contrast, in the experimental group, significant differences (p<0.05) were found in all dimensions of aggression, indicating that the program had a considerable impact on the reduction of aggressive behaviors. In conclusion, the cognitive-behavioral program proves to be effective in improving the emotional management of high school students.
School aggression, particularly at the secondary level, is a persistent problem worldwide. This study evaluates the effects of a cognitive-behavioral program on aggressive behaviors in high school students. A quantitative design was used with a sample of 194 students and the Buss and Perry (1992) Aggression Questionnaire, which includes 29 items distributed in four dimensions: physical aggression, verbal aggression, anger and hostility. The results revealed that no significant differences (p>0.05) were observed between pretest and posttest in the control group for any of the dimensions evaluated. In contrast, in the experimental group, significant differences (p<0.05) were found in all dimensions of aggression, indicating that the program had a considerable impact on the reduction of aggressive behaviors. In conclusion, the cognitive-behavioral program proves to be effective in improving the emotional management of high school students.
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Vol. 9, No. 38