Condiciones psicosociales en niños escolares de educación básica media con dificultades en lectoescritura
Psychosocial conditions in secondary school children with literacy difficulties
| dc.creator | Mero-Ponce, Josseline Jokasta | |
| dc.creator | Zambrano-Mejía, Andree Patricio | |
| dc.date | 2018-01-09 | |
| dc.date.accessioned | 2023-08-08T20:57:05Z | |
| dc.date.available | 2023-08-08T20:57:05Z | |
| dc.identifier | https://publicacionescd.uleam.edu.ec/index.php/nuna-yachay/article/view/109 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8073352 | |
| dc.description | Para satisfacer las exigencias académicas los escolares necesitan tanto de estimulaciones que fomenten su desarrollo, así como el acceso a recursos que le permiten superar los desafíos educativos. Las condiciones de los contextos en que se desenvuelve un sujeto pueden representar beneficios o limitaciones en los procesos de aprendizaje, especialmente en las destrezas de lectoescritura. Se planteó como objetivo la caracterización psicosocial de los sujetos de estudio. La investigación tiene un enfoque de tipo cuantitativo, descriptivo, transversal, se abordó un grupo de 101 escolares de la básica media de la Unidad Educativa Fiscomisional Juan Montalvo, elegidos por muestreo intencional en base a consulta de expertos. Los escolares fueron caracterizados según las condiciones psicosociales de interés, evidenciando una prevalencia de nivel socioeconómico medio, con familias que mantienen buenas relaciones entre sus miembros; se identificó diferentes niveles de dificultad en lectoescritura, teniendo que la mayoría de los sujetos estudiados presentan un leve nivel de dificultad; la asociación no estadística entre ambas variables indica que a pesar de presentar dificultad en las destrezas de lectura y escritura los escolares pudieron alcanzar promedios académicos altos o regulares, el apoyo escolar de los padres no se asocia al desarrollo de las mencionadas destrezas, las buenas relaciones familiares sí se asociaron con menores niveles de dificultad en lectoescritura. Se concluye que las condiciones psicosociales de la población estudiada a pesar de no ser la más adecuadas, se pueden asociar al desarrollo o superación de las destrezas de lectura y escritura, el contexto de la familia es importante para que los escolares desarrollen sus potenciales y superen las limitaciones del contexto académico. Palabras clave: condiciones psicosociales, dificultades en el aprendizaje, lectoescritura. ABSTRACT To meet academic demands, schoolchildren need both stimulation to promote their development, as well as access to resources that allow them to overcome educational challenges. The conditions of the contexts in which a subject operates may represent benefits or limitations in the learning processes, especially in literacy skills. The objective was the psychosocial characterization of the study subjects. The research has a quantitative, descriptive, cross-sectional approach, a group of 101 schoolchildren from the basic middle school of the Juan Montalvo Fiscomisional Education Unit, chosen by intentional sampling based on expert consultation, was approached. The schoolchildren were characterized according to the psychosocial conditions of interest, showing a prevalence of a medium socioeconomic level, with families that maintain good relationships among their members; Different levels of difficulty in literacy were identified, with most of the subjects studied having a slight level of difficulty; The non-statistical association between both variables indicates that despite having difficulty in reading and writing skills, the students were able to achieve high or regular academic averages, the school support of the parents is not associated with the development of the aforementioned skills, good relationships Family members were associated with lower levels of difficulty in literacy. It is concluded that the psychosocial conditions of the population studied, despite not being the most appropriate, can be associated with the development or improvement of reading and writing skills, the context of the family is important for schoolchildren to develop their potentials and overcome the limitations of the academic context. Keywords: psychosocial conditions, learning difficulties, literacy. Fecha de recepción: 24 de octubre de 2017; Fecha de aceptación: 08 de enero de 2018; Fecha de publicación: 09 de enero de 2018. | es-ES |
| dc.description | To meet academic demands, schoolchildren need both stimulation to promote their development, as well as access to resources that allow them to overcome educational challenges. The conditions of the contexts in which a subject operates may represent benefits or limitations in the learning processes, especially in literacy skills. The objective was the psychosocial characterization of the study subjects. The research has a quantitative, descriptive, cross-sectional approach, a group of 101 schoolchildren from the basic middle school of the Juan Montalvo Fiscomisional Education Unit, chosen by intentional sampling based on expert consultation, was approached. The schoolchildren were characterized according to the psychosocial conditions of interest, showing a prevalence of a medium socioeconomic level, with families that maintain good relationships among their members; Different levels of difficulty in literacy were identified, with most of the subjects studied having a slight level of difficulty; The non-statistical association between both variables indicates that despite having difficulty in reading and writing skills, the students were able to achieve high or regular academic averages, the school support of the parents is not associated with the development of the aforementioned skills, good relationships Family members were associated with lower levels of difficulty in literacy. It is concluded that the psychosocial conditions of the population studied, despite not being the most appropriate, can be associated with the development or improvement of reading and writing skills, the context of the family is important for schoolchildren to develop their potentials and overcome the limitations of the academic context. Keywords: psychosocial conditions, learning difficulties, literacy. | en-US |
| dc.format | application/pdf | |
| dc.format | text/troff | |
| dc.language | spa | |
| dc.publisher | Editorial Universitario ULEAM | es-ES |
| dc.relation | https://publicacionescd.uleam.edu.ec/index.php/nuna-yachay/article/view/109/216 | |
| dc.relation | https://publicacionescd.uleam.edu.ec/index.php/nuna-yachay/article/view/109/217 | |
| dc.rights | Derechos de autor 2018 Revista Científica y Arbitrada de Psicología NUNA YACHAY - ISSN: 2697-3588. | es-ES |
| dc.rights | http://creativecommons.org/licenses/by-nc-sa/4.0 | es-ES |
| dc.source | Revista Científica y Arbitrada de Psicología NUNA YACHAY - ISSN: 2697-3588.; Vol. 1 Núm. 1 (2018): Revista Científica y Arbitrada de Psicología NUNA YACHAY.; 15-31 | es-ES |
| dc.source | Revista Científica y Arbitrada de Psicología NUNA YACHAY - ISSN: 2697-3588.; Vol 1 No 1 (2018): Revista Científica y Arbitrada de Psicología NUNA YACHAY.; 15-31 | en-US |
| dc.source | 2697-3588 | |
| dc.title | Condiciones psicosociales en niños escolares de educación básica media con dificultades en lectoescritura | es-ES |
| dc.title | Psychosocial conditions in secondary school children with literacy difficulties | en-US |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | Artículo revisado por pares | es-ES |