Publication: El ambiente en el aula y su efecto en el comportamiento del alumnado
Authors
Frutos de Miguel, Jonatan
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.631531
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info:eu-repo/semantics/article
Description
Abstract
El ambiente educativo es un factor determinante en el desarrollo escolar. Un mayor conocimiento, sobre su impacto en el comportamiento, ayudaría a ajustar mejor las actuaciones docentes ante las necesidades del grupo. Por ello, el objetivo de esta investigación fue analizar la relación entre el ambiente del aula y los problemas de comportamiento (PC) del alumnado, para conocer mejor cómo adaptar el entorno a sus necesidades. Se observaron las conductas de 35 niños con PC (grupo focal) y 52 compañeros/as con desarrollo típico (grupo referencia) de ocho y nueve años. Los análisis multivariados revelaron que los niveles de hiperactividad motora y verbal aumentaban durante las transiciones en el aula en comparación con el trabajo grupal y el trabajo individual. Los niños/as del grupo focal se desviaban más de la tarea en todos los contextos. Además, se vieron afectados de forma similar por
The educational environment is a determining factor in school development. A better understanding of its impact on children's behaviour would help to better adjust classroom teaching to the needs of the group. Therefore, the aim of this research was to analyse the relationship between the classroom environment and pupils' behavioural problems (CP), to better understand how to adapt the environment to their needs. The behaviours of 35 children with CP (focus group) and 52 typically developing peers (reference group) aged eight and nine were observed in their educational environment. Multivariate analysesrevealed that levels of motor and verbal hyperactivity increased during classroom transitions compared to group work and individual work. Children in the focus group were more off-task in all contexts. Furthermore, they were similarly affected by the classroom setting compared to their typically developing peers, despite being more inattentive in all settings.
The educational environment is a determining factor in school development. A better understanding of its impact on children's behaviour would help to better adjust classroom teaching to the needs of the group. Therefore, the aim of this research was to analyse the relationship between the classroom environment and pupils' behavioural problems (CP), to better understand how to adapt the environment to their needs. The behaviours of 35 children with CP (focus group) and 52 typically developing peers (reference group) aged eight and nine were observed in their educational environment. Multivariate analysesrevealed that levels of motor and verbal hyperactivity increased during classroom transitions compared to group work and individual work. Children in the focus group were more off-task in all contexts. Furthermore, they were similarly affected by the classroom setting compared to their typically developing peers, despite being more inattentive in all settings.
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Citation
REIFOP, Revista Electrónica Interuniversitaria de Formación del Profesorado, V. 28, N. 1, 2025
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