Publication: Tipologías modales multivariadas en habilidades sociales en el marco de la personalidad eficaz en contextos educativos de educación secundaria chilenos y españoles
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2016-12-14
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Universidad Complutense de Madrid
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Abstract
La presente investigación definió como objetivos obtener las características psicométricas de la Escala de Habilidades Sociales HHSS1118 en población de estudiantes chilenos y españoles, analizar las diferencias significativas en el nivel de desarrollo de habilidades sociales en función del género, edad y país, definir Tipologías de habilidades sociales en base a los resultados obtenidos y enriquecer dichos resultados con las dimensiones de la Personalidad Eficaz en ambas poblaciones. Para realizar este cometido se aplicaron 2 instrumentos: HHSS1118 (Di Giusto, Martín y Martín, 2009) y el Cuestionario de Personalidad Eficaz ampliado para adolescentes CPE (Di Giusto, 2013) a una muestra de 1833 estudiantes chilenos y españoles entre 12 y 18 años. La Escala HHSS1118 obtiene niveles aceptables de fiabilidad, donde todos los factores correlacionan de manera significativa con los factores equivalentes del CPE. El análisis factorial confirmatorio del instrumento muestra un ajuste aceptable del modelo teórico. Se cumplen los requisitos psicométricos de fiabilidad, validez de estructura y contenidos y normalización apta para que la Escala HHSS1118 sea aplicada en estudiantes chilenos de 12 a 18 años. Los análisis de la aplicación de la Escala HHSS1118 en base a las variables género, edad y país han obtenido diferencias significativas. Respecto a la variable género, se presentan en el factor “Interacción con el sexo opuesto”. Se atribuyen las diferencias a los persistentes roles, estereotipos y valores diferenciales asociados a cada género. Respecto a la variable edad, los estudiantes chilenos entre 10 a 11 años muestran una media significativamente menor a la de los estudiantes de 15 -16 años en todos los factores de la Escala. Estos resultados son esperables en el marco de lo planteado por las investigaciones en psicología del desarrollo, donde en la etapa adolescente se suceden innumerables cambios tanto a nivel físico como psicológico. La variable país presenta diferencias significativas en todos los factores de la Escala siendo las medias de los alumnos chilenos significativamente mayores a la de los alumnos españoles. Esta diferencia se atribuye a factores socioculturales, pues en Chile no existen programas educativos especializados y sistemáticos en el área. Se han obtenido diferencias tipológicas modales multivariadas significativas dando origen a 3 tipos siendo éstos semejantes entre la población chilena y española. Existe una correspondencia entre las puntuaciones obtenidas en las variables de Personalidad Eficaz con los perfiles de tipos en habilidad social. Este estudio permite disponer de La Escala HHSS1118 para ser utilizada con estudiantes chilenos, siendo un aporte, considerando el reducido número de instrumentos de estas características disponibles en Chile. Las Tipologías establecidas son una contribución a la orientación psicoeducativa, siendo útiles para la intervención diferencial en función de las fortalezas y debilidades que presentan.
This research aims to obtain the psychometric properties of the Scale of Social Skills HHSS1118 in Chilean and Spanish students, analyze the significant differences in the level of development of social skills by gender, age and country, define social skills typologies and enrich those results with the dimensions of Effective Personality in Chilean and Spanish students. To perform this purpose 2 instruments were applied: HHSS1118 (Di Giusto , Martín and Martín, 2009) and Effective Personality Questionnaire extended adolescents CPE (Di Giusto, 2013). The sample of this investigation was composed of 1833 Chilean and Spanish participants between 12 and 18 years old. The scale HHSS1118 get acceptable levels of reliability, where all factors correlated significantly with similar factors of CPE. Confirmatory factor analysis shows an acceptable fit of the theoretical model. Psychometric requirements for reliability, validity of structure, content and standards are met to allow the HHSS1118 Scale can be applied in Chilean students of 12-18 years. The analysis of HHSS1118 results based on gender, age and country have obtained significant differences. The gender variable present significant differences on "Interaction with the opposite sex " factor. the differences can be attributed to the continuing roles, stereotypes and differential values associated with each gender. The differences found in the age variable show a significantly lower mean observed in Chilean students between 10-11 years compared to students 15 -16 years in all factors of the scale . These results are expected in base of research in developmental psychology. In relation to nationality, there are significant differences in all factors of the scale being the average of the Chilean students significantly higher than Spanish students. This difference is attributed to cultural factors, because in Chile there are no specialized and systematic educational programs in the field. We obtained significant multivariate modal typologies differences. Three types were opted. Similar profiles were obtained in both countries. There is a correspondence between the scores on Effective Personality variables with profiles on social skill types . This study provides the HHSS1118 Scale for use with Chilean students, this is a contribution, considering the small number of instruments of this kind available in Chile. Established typologies are a contribution to the psychoeducational orientation, being useful for the differential intervention according to the strengths and weaknesses presented.
This research aims to obtain the psychometric properties of the Scale of Social Skills HHSS1118 in Chilean and Spanish students, analyze the significant differences in the level of development of social skills by gender, age and country, define social skills typologies and enrich those results with the dimensions of Effective Personality in Chilean and Spanish students. To perform this purpose 2 instruments were applied: HHSS1118 (Di Giusto , Martín and Martín, 2009) and Effective Personality Questionnaire extended adolescents CPE (Di Giusto, 2013). The sample of this investigation was composed of 1833 Chilean and Spanish participants between 12 and 18 years old. The scale HHSS1118 get acceptable levels of reliability, where all factors correlated significantly with similar factors of CPE. Confirmatory factor analysis shows an acceptable fit of the theoretical model. Psychometric requirements for reliability, validity of structure, content and standards are met to allow the HHSS1118 Scale can be applied in Chilean students of 12-18 years. The analysis of HHSS1118 results based on gender, age and country have obtained significant differences. The gender variable present significant differences on "Interaction with the opposite sex " factor. the differences can be attributed to the continuing roles, stereotypes and differential values associated with each gender. The differences found in the age variable show a significantly lower mean observed in Chilean students between 10-11 years compared to students 15 -16 years in all factors of the scale . These results are expected in base of research in developmental psychology. In relation to nationality, there are significant differences in all factors of the scale being the average of the Chilean students significantly higher than Spanish students. This difference is attributed to cultural factors, because in Chile there are no specialized and systematic educational programs in the field. We obtained significant multivariate modal typologies differences. Three types were opted. Similar profiles were obtained in both countries. There is a correspondence between the scores on Effective Personality variables with profiles on social skill types . This study provides the HHSS1118 Scale for use with Chilean students, this is a contribution, considering the small number of instruments of this kind available in Chile. Established typologies are a contribution to the psychoeducational orientation, being useful for the differential intervention according to the strengths and weaknesses presented.
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Psicología Evolutiva y de la Educación, leída el 26-01-2016