Conductas disruptivas en contextos escolares: un acercamiento al estado del arte 2015-2020

Abstract

The objective of this study is to understand the state of research in Mexico, Spain and the United States on disruptive behavior in school contexts, through an analysis of research documents from the last 5 years. A qualitative cross-section methodology is used where already established information is analyzed. A review of thirty (30) documents is carried out, which are international research articles, found in different databases such as: Academic Source (EBSCOhost), PsycINFO (EBSCOhost), ScienceDirect, Academic Search Premier (EBSCOhost), Scopus and ScienceDirect. Regarding their search, keywords such as: disruptive behaviors and classroom are used. For the instrument, a categorical content analysis is carried out where categories and subcategories of the study phenomenon are grouped through concepts. As a result, it is found that disruptive behaviors are a current problem in the school context which are associated with various variables such as the absence of norms and limits in the family system, the lack of motivation for learning, the lack of handling of emotional tools, etc. On the other hand, aspects that reduce disruptive behaviors are identified, such as performing physical exercise at recess, carrying out behavioral skills training, and guiding students in solidarity. It should be noted that from the perspectives of psychology, only interventionist methods are found to reduce disruptive behaviors from behaviorism. Key words: School contexts, students, classroom, disruptive behaviors and state of the art.