| dc.description.abstract | Parental practices are strategies used by parents in raising children to promote care,
protection and teaching. Based on the theory of Self Determination Theory (SAT) there are
positive parenting practices that promote healthy psychological growth; affection, support for
autonomy and structure, and negative practices such as rejection, psychological control, and
disorganization, which allow them to manifest disruptive behaviors, understood as
maladaptive behaviors that distort group dynamics and hinder the teaching-learning process.
By taking this problem into account, the research aims to relate parental practices and
disruptive behaviors in high school students of the Manuel J. Calle Educational Unit. In turn,
identify the predominance of practices and the existence of disruptive behaviors, to compare
them according to sociodemographic variables. The study worked with a quantitative
approach, correlational in scope, with a non-experimental and cross-sectional design. The
Parental Practices Questionnaire and the Dissocial Behavior Scale (ECODI27) were used. A
simple alloy probabilistic sampling was used, with a confidence level of 95 % and a 5 % margin
of error, therefore, 231 students (129 men and 102 women) participated, with an average age
of 16 years. The results reveal that Support-Support (M=3.79; SD=0.93) It is the predominant
practice, perceived mainly by the male gender. In addition, it was found that 9.52 % of the
participants presented traits of disruptive behaviors. When relating parental practices to
disruptive behaviors, slight relationships were found between Support-Support with Theft and
Vandalism and Graffiti (rs=-.138- rs=-.165 p< .05) and moderate between; Psychological
Control with Mischief, Lawsuits and Weapons and Oppositional Challenging Behavior (rs=
.206-rs=-.219, p< .01). It can be concluded that the greater the perception of positive parenting
practices, the less presence of disruptive behaviors. | |
