The educative relationship in primary school: aggressive tendencies and pro-social behaviour La relación educativa en la escuela primaria: tendencias agresivas y comportamientos prosociales.

dc.creator	Claudio Longobardi
dc.creator	Tiziana Pasta
dc.creator	Erica Sclavo
dc.date	2008-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:29:27Z
dc.date.available	2015-07-20T22:29:27Z
dc.identifier	1888-8992
dc.identifier	1989-2209
dc.identifier	https://doaj.org/article/aecf2ecdee1f4914b33168ec18332722
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22146
dc.description	<p>The general objective of this work is to analyze how pupils’ aggressive tendencies and pro-social behaviour can influence the perception of a given educative relationship, both from the point of view of the pupil and of the teacher. This study shall focus particularly on aggressive tendencies and pro-social behaviour envisaged as indicators of social adaptation’s capability. The research has been conducted on a sample of 249 pupils and 30 teachers, belonging to 15 primary school classes in the province of Turin. Both teachers and pupils agree that children with difficulties of social adaptation appear to maintain less positive relationships: their lower pro-social behaviour matches lack of closeness in relationships and the increase of affective distance within them. Moreover, augmented aggressive tendencies have been discovered among pupils with higher levels of conflict. This research shall highlight how the social and anti-social modalities of interaction of a child may influence a teacher’s perception of their relationship, much more than the pupil’s evaluation of his or hers cognitive abilities. For what concerns the association between relationship and capability of adaptation, it shall be first shown how the pupil tends to view himself or herself as a more or less pro-social and antisocial individual; then, how such perception influences the pupil’s connection with the teacher. At the same time, it shall be given evidence of how the teacher tends to judge the bond with a pupil on the basis of the mental image he or she has created of the child and of which the child may not be entirely aware.</p><p>Key words: Educative relationship, teacher-pupil, aggressiveness, pro-social behaviour.</p> <p>El objetivo general del trabajo es el de estudiar la influencia que la tendencia agresiva y el comportamiento prosocial del alumno, considerados como indicadores de la capacidad de adaptación social, pueden ejercitar sobre la percepción de la relación educativa, según los docentes y los alumnos. La investigación se ha realizado sobre una muestra formada por 249 alumnos y 30 docentes, pertenecientes a 15 grupos de primaria de la provincia de Turín. Tanto los profesores como los alumnos, reconocen que es más probable que los niños con dificultad de adaptación social, mantengan relaciones menos positivas: a un bajo comportamiento prosocial corresponden relaciones de menor proximidad y tendentes a reforzar las distancias; a la tendencia agresiva se le asocian unos mayores niveles de conflicto. Las modalidades de interacción antisociales del niño, influyen en la percepción que tiene el profesor de la calidad relacional más de lo que puedan influir las evaluaciones de la capacidad cognitiva conseguida por el alumno. En lo que concierne a las asociaciones entre la relación y la capacidad de adaptación, el alumno tiende a relacionarse con el profesor a través de su propia imagen, como sujeto más o menos prosocial o antisocial; al mismo tiempo, el docente juzga la relación en base a la imagen que se ha representado mentalmente del alumno, a menudo caracterizada por apreciaciones que el mismo alumno no reconoce.</p><p>Palabras clave: Relación educativa, docente-alumno, agresividad, comportamiento prosocial.</p>
dc.language	Spanish
dc.language	English
dc.relation	http://www.ejep.es/index.php/journal/article/view/7
dc.relation	https://doaj.org/toc/1888-8992
dc.relation	https://doaj.org/toc/1989-2209
dc.rights	CC BY-NC-ND
dc.source	European Journal of Education and Psychology, Vol 1, Iss 2, Pp 5-18 (2008)
dc.subject	Relación educativa, docente-alumno, agresividad, comportamiento prosocial.
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	DOAJ:Psychology
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	DOAJ:Psychology
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Psychology
dc.subject	BF1-990
dc.subject	Philosophy. Psychology. Religion
dc.subject	B
dc.title	The educative relationship in primary school: aggressive tendencies and pro-social behaviour La relación educativa en la escuela primaria: tendencias agresivas y comportamientos prosociales.
dc.type	article