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Dr. José Juan Carrión-Martínez
Department of Education, University of Almeria, 04120 Almería, Spain

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Short Biography

Teacher, specialist in Special Education and in Hearing and Language, Bachelor of Education Sciences and Doctor of Psychopedagogy. He was a teacher and school counselor. Since 1996 he has been a professor at the Department of Education at the University of Almería, Spain, where he teaches master's and bachelor's degrees and supervises numerous doctoral theses. He is the author of various publications, also participating in different research projects at the international and national level. He has made numerous international stays in Italy, Portugal, Ecuador, Mexico, Guatemala, Chile, Paraguay and Morocco. He directs the Doctorate in Education at the University of Almería.

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Journal article
Published: 15 July 2021 in Social Sciences
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This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations.

ACS Style

José Carrión-Martínez; Stefania Ciaccio; María Fernández-Martínez; Carmen Hernández-Garre; María Pérez-Esteban. The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors. Social Sciences 2021, 10, 269 .

AMA Style

José Carrión-Martínez, Stefania Ciaccio, María Fernández-Martínez, Carmen Hernández-Garre, María Pérez-Esteban. The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors. Social Sciences. 2021; 10 (7):269.

Chicago/Turabian Style

José Carrión-Martínez; Stefania Ciaccio; María Fernández-Martínez; Carmen Hernández-Garre; María Pérez-Esteban. 2021. "The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors." Social Sciences 10, no. 7: 269.

Journal article
Published: 06 December 2020 in Sustainability
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This paper studies the factors that influence the progress of teachers in Costa Rica with regards to their educational use of information and communication technologies (ICTs) in teaching and learning processes with their students. It addresses both the analysis of factors related to the figure of the teacher, their professional profile, and other factors that are external to them and are related to the context in which they practice. A qualitative method involving a case study of seven teachers was selected according to relevant and maximum variation sampling based on expert criteria. The information was collected utilizing in-depth interviews and systematic observation. The analysis of the information was based on the qualitative data analysis software program ATLAS.ti. The results highlight two categories of factors, those of the teacher, such as vocation, beliefs, teaching model, desire for personal fulfillment, or personal issues, and those of context, such as technical support and support of the management structure of the school, with more significant influence on the processes of appropriation and use of ICT in teaching practices of those factors linked to the teachers themselves.

ACS Style

Melania Brenes-Monge; María Fernández-Martínez; María Pérez-Esteban; José Carrión-Martínez. Teacher and Context Factors Associated with the Educational Use of ICT: A Costa Rican Case Study. Sustainability 2020, 12, 10170 .

AMA Style

Melania Brenes-Monge, María Fernández-Martínez, María Pérez-Esteban, José Carrión-Martínez. Teacher and Context Factors Associated with the Educational Use of ICT: A Costa Rican Case Study. Sustainability. 2020; 12 (23):10170.

Chicago/Turabian Style

Melania Brenes-Monge; María Fernández-Martínez; María Pérez-Esteban; José Carrión-Martínez. 2020. "Teacher and Context Factors Associated with the Educational Use of ICT: A Costa Rican Case Study." Sustainability 12, no. 23: 10170.

Journal article
Published: 30 November 2020 in International Journal of Environmental Research and Public Health
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Achieving the educational inclusion of students with special educational needs (SEN) is one of the significant challenges of the current Spanish educational system. This is a group of students with a high rate of bullying that leads to academic failure, as well as significant psychological and social consequences. Despite the fact that the behaviours and psychological characteristics of their peers seem to influence the degree of inclusion, there is no detail on this subject. Therefore, the aim of this paper is to determine the relationship between emotional intelligence, psychological flexibility, prosocial behaviour and inclusive behaviour. To carry out this study, a sample of 642 students between the ages of 12 and 19 years old participated and answered four questionnaires, one for each variable under study. The relationships established were extracted from different statistical analyses and a hypothesised predictive model. The results obtained revealed that emotional intelligence is positively related to psychological flexibility and prosocial behaviour and that these, in turn, are positively related to the development of inclusive behaviour. Therefore, the importance of considering the variables under study during the teaching–learning processes carried out in the classroom is highlighted.

ACS Style

Cristina Méndez-Aguado; Rubén Trigueros; José Manuel Aguilar-Parra; Noelia Navarro-Gómez; Mª Del Pilar Díaz-López; Juan M. Fernández-Campoy; Juan Gázquez-Hernández; José Carrión. An Inclusive View of the Disability of Secondary School Students. International Journal of Environmental Research and Public Health 2020, 17, 8922 .

AMA Style

Cristina Méndez-Aguado, Rubén Trigueros, José Manuel Aguilar-Parra, Noelia Navarro-Gómez, Mª Del Pilar Díaz-López, Juan M. Fernández-Campoy, Juan Gázquez-Hernández, José Carrión. An Inclusive View of the Disability of Secondary School Students. International Journal of Environmental Research and Public Health. 2020; 17 (23):8922.

Chicago/Turabian Style

Cristina Méndez-Aguado; Rubén Trigueros; José Manuel Aguilar-Parra; Noelia Navarro-Gómez; Mª Del Pilar Díaz-López; Juan M. Fernández-Campoy; Juan Gázquez-Hernández; José Carrión. 2020. "An Inclusive View of the Disability of Secondary School Students." International Journal of Environmental Research and Public Health 17, no. 23: 8922.

Journal article
Published: 29 November 2020 in Psychology, Society & Education
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This paper addresses an issue of concern with regards to the teaching of competencies within the context of undergraduate university studies, in this case, in the field of social work. In it, we question if the basic curricular processes of the explicit instructional, teaching and assessment system regarding specific competencies of professional social work are effective in promoting, improving or training in the performance of these specific competencies, or if, on the hand, they are axiological in nature and can better explain the performance of specific competencies by undergraduate students studying social work. A survey method has been followed, analyzing the interaction between these three factors in relation to the self-perception of competency performance. The results suggest that the subjective assessment of the competencies by undergraduate students of social work could affect the relationship between the perception of teaching and evaluation of competencies and the subjective level of their own competency in them. These results provoke an inescapable reflection on the validity of pedagogical practices for promoting the self-assessed performance of the specific competencies of social work by future professional practitioners, opening the door to a reflection on the ways of influencing the competency performance of the current teaching and evaluation processes in higher education.

ACS Style

José Juan Carrión Martínez; María Del Mar Fernández Martinez; Antonio Luque de la Rosa; Carmen María Hernández Garre. Attribution of value, teaching and assessment in the perception of the performance of specific competencies of undergraduates studying social work. Psychology, Society & Education 2020, 12, 229 -243.

AMA Style

José Juan Carrión Martínez, María Del Mar Fernández Martinez, Antonio Luque de la Rosa, Carmen María Hernández Garre. Attribution of value, teaching and assessment in the perception of the performance of specific competencies of undergraduates studying social work. Psychology, Society & Education. 2020; 12 (3):229-243.

Chicago/Turabian Style

José Juan Carrión Martínez; María Del Mar Fernández Martinez; Antonio Luque de la Rosa; Carmen María Hernández Garre. 2020. "Attribution of value, teaching and assessment in the perception of the performance of specific competencies of undergraduates studying social work." Psychology, Society & Education 12, no. 3: 229-243.

Journal article
Published: 26 September 2020 in Mathematics
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According to the latest PISA report, the level of mathematical competence of Spanish students is far behind the rest of the OECD countries. One of the main reasons for this is the animosity that students feel towards this subject. Therefore, this study aims to analyze the processes of overcoming the vicissitudes of mathematical anxiety with respect to motivation, metacognitive strategies and academic performance. This study involved 1742 high school students with an average age of 14.87. To analyze the variables of the study, descriptive statistical analyses and a model of structural equations were carried out. The results revealed a negative correlation between resilience and anxiety. In turn, resilience was positively related to motivation and metacognitive strategies, while anxiety was negatively related to motivation and metacognitive strategies. Motivation was positively related to metacognitive strategies and academic performance; finally, metacognitive strategies were positively related to academic performance.

ACS Style

Rubén Trigueros; José M. Aguilar-Parra; Isabel Mercader; Juan M. Fernández-Campoy; José Carrión. Set the Controls for the Heart of the Maths. The Protective Factor of Resilience in the Face of Mathematical Anxiety. Mathematics 2020, 8, 1660 .

AMA Style

Rubén Trigueros, José M. Aguilar-Parra, Isabel Mercader, Juan M. Fernández-Campoy, José Carrión. Set the Controls for the Heart of the Maths. The Protective Factor of Resilience in the Face of Mathematical Anxiety. Mathematics. 2020; 8 (10):1660.

Chicago/Turabian Style

Rubén Trigueros; José M. Aguilar-Parra; Isabel Mercader; Juan M. Fernández-Campoy; José Carrión. 2020. "Set the Controls for the Heart of the Maths. The Protective Factor of Resilience in the Face of Mathematical Anxiety." Mathematics 8, no. 10: 1660.

Journal article
Published: 03 June 2020 in Cuadernos de Trabajo Social
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Las Casas de encuentro en Chile son lugares donde las personas adultas mayores acuden durante el día con el objeto de realizar actividades en favor de un envejecimiento activo y en donde se llevan a cabo programas de actividades socioeducativas. Este trabajo ha estudiado la satisfacción de las personas adultas mayores con respecto a la formación que reciben. El diseño de la investigación es de carácter no experimental, descriptivo. El contexto del estudio ha sido la Casa de encuentro de Valparaíso con una participación de 205 personas adultas mayores. Los datos se han obtenido a través de un cuestionario de elaboración ad hoc con una escala de tipo Likert. Los resultados han revelado como hallazgos principales, el alto nivel de satisfacción de las personas adultas mayores, no estando este relacionado con los rasgos sociodemográficos de las personas adultas mayores como género, nivel de instrucción u ocupación previa, y sí con sus expectativas previas. La conclusión general es que estos programas son fuente de satisfacción en las personas adultas mayores, más allá de las competencias singulares que en cada caso pretendan promover en estos, debiendo ser una de las claves que orienten las políticas sociales para el envejecimiento activo que emergen como una necesidad cada vez mayor.

ACS Style

Marlene Araya Cuello; María Del Mar Fernández Martínez; Carmen María Hernández Garre; José Juan Carrión Martínez. Satisfacción de los adultos mayores con el programa socioeducativo de las Casas de encuentro de Chile. Cuadernos de Trabajo Social 2020, 33, 271 -296.

AMA Style

Marlene Araya Cuello, María Del Mar Fernández Martínez, Carmen María Hernández Garre, José Juan Carrión Martínez. Satisfacción de los adultos mayores con el programa socioeducativo de las Casas de encuentro de Chile. Cuadernos de Trabajo Social. 2020; 33 (2):271-296.

Chicago/Turabian Style

Marlene Araya Cuello; María Del Mar Fernández Martínez; Carmen María Hernández Garre; José Juan Carrión Martínez. 2020. "Satisfacción de los adultos mayores con el programa socioeducativo de las Casas de encuentro de Chile." Cuadernos de Trabajo Social 33, no. 2: 271-296.

Review
Published: 17 April 2020 in Sustainability
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In recent years, technological advances have played a very important role in our society, as well as in different educational contexts, including Education for Sustainable Development. Information and Communication Technologies (ICTs), which have made it possible to improve the quality of life of many people. The aim of this study is to review the scientific evidence on the use of ICTs for Sustainable Development. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) guidelines, a bibliographic search was carried out using the Web of Science and Scopus bibliographic repositories, with a total of 19 articles comprising the final sample for review. The results show that the most preeminent strategies used are mobile learning and distance education, which are related to the achievement of the sustainable development goals. Included among the conclusions of this study is the need to investigate the different strategies that are being carried out, with ICTs in school aimed at developing a more sustainable environment standing out.

ACS Style

José Juan Carrión-Martínez; Antonio Luque-De La Rosa; José Fernández-Cerero; Marta Montenegro-Rueda. Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review. Sustainability 2020, 12, 3288 .

AMA Style

José Juan Carrión-Martínez, Antonio Luque-De La Rosa, José Fernández-Cerero, Marta Montenegro-Rueda. Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review. Sustainability. 2020; 12 (8):3288.

Chicago/Turabian Style

José Juan Carrión-Martínez; Antonio Luque-De La Rosa; José Fernández-Cerero; Marta Montenegro-Rueda. 2020. "Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review." Sustainability 12, no. 8: 3288.

Journal article
Published: 28 November 2019 in Education Sciences
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Background: The purpose of this research is to analyze the perception of teachers and their thinking about two specific and functional issues which are often deemed to be controversial, that is, the acquisition, by recently arrived migrant students of the host language and the role that the professional services of a cultural mediator may have in said school context. The methodology used has been a case study by means of the technique of in-depth interview. To this end, twelve teachers from an Italian comprehensive school in the region of Sicily who for several years have been immersed in the relatively abrupt arrival of immigrant students have been interviewed. Results: There is evidence of some teachers adopting the position from a classic epistemological approach in the field of interculturality. For example, while the attitude and involvement of teachers seems to be consolidated, the teachers think that a key element of real inclusion should include practical measures such as early immersion in the host language, in this case Italian, and that considerable and external professional efforts are necessary, particularly from cultural mediators, which could make the inclusive project more viable.

ACS Style

Tommasa Agnese Chiofalo; María Del Mar Fernández-Martínez; Antonio Luque-De La Rosa; José Juan Carrión-Martínez. The Role of L2 and Cultural Mediation in the Inclusion of Immigrant Students in Italian Schools. Education Sciences 2019, 9, 283 .

AMA Style

Tommasa Agnese Chiofalo, María Del Mar Fernández-Martínez, Antonio Luque-De La Rosa, José Juan Carrión-Martínez. The Role of L2 and Cultural Mediation in the Inclusion of Immigrant Students in Italian Schools. Education Sciences. 2019; 9 (4):283.

Chicago/Turabian Style

Tommasa Agnese Chiofalo; María Del Mar Fernández-Martínez; Antonio Luque-De La Rosa; José Juan Carrión-Martínez. 2019. "The Role of L2 and Cultural Mediation in the Inclusion of Immigrant Students in Italian Schools." Education Sciences 9, no. 4: 283.

Journal article
Published: 04 June 2019 in Revista Complutense de Educación
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La inclusión socioeducativa efectiva de estudiantes con discapacidad supone para la universidad uno de los grandes retos a los que debe hacer frente, por lo que se requiere la aceptación y el reconocimiento de toda la comunidad universitaria. En este sentido, para dar continuidad a investigaciones precedentes en otros países europeos, se plantea el presente estudio en el contexto portugués con la finalidad de analizar las concepciones que el alumnado tiene acerca de la inclusión de sus compañeros con discapacidad. Los participantes fueron 173 estudiantes de la Facultad de Ciencias de la Educación y Psicología de la Universidad de Minho (Portugal). Los resultados, organizados según las categorías de análisis sobre indicadores de atención a la discapacidad en la universidad, indican una actitud positiva hacia este grupo. No obstante, se pone de manifiesto la necesidad de introducir mejoras relativas a la adaptación de la metodología y recursos, así como sobre la disponibilidad de los medios necesarios para su participación de forma activa en la vida universitaria.

ACS Style

Carmen María Hernández Garre; María Del Mar Fernández Martínez; José Juan Carrión Martínez; Borja Avilés Soler. La inclusión socioeducativa en la Universidad de Minho. Percepciones y actitudes sobre el alumnado con discapacidad. Revista Complutense de Educación 2019, 30, 1097 -1112.

AMA Style

Carmen María Hernández Garre, María Del Mar Fernández Martínez, José Juan Carrión Martínez, Borja Avilés Soler. La inclusión socioeducativa en la Universidad de Minho. Percepciones y actitudes sobre el alumnado con discapacidad. Revista Complutense de Educación. 2019; 30 (4):1097-1112.

Chicago/Turabian Style

Carmen María Hernández Garre; María Del Mar Fernández Martínez; José Juan Carrión Martínez; Borja Avilés Soler. 2019. "La inclusión socioeducativa en la Universidad de Minho. Percepciones y actitudes sobre el alumnado con discapacidad." Revista Complutense de Educación 30, no. 4: 1097-1112.

Journal article
Published: 24 April 2019 in Psychology, Society & Education
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El presente trabajo aborda la experiencia de la inclusión escolar en su dimensión organizacional en la etapa de educación secundaria obligatoria en el contexto italiano. Aun siendo un tema recurrente, no deja de ser un tema que en la práctica preocupa con intensidad al profesorado, a las familias y a los gestores educativos, por ello se ha tenido como objetivo fundamental analizar la situación real de la inclusión vivida y percibida por los actores sobre la organización de su institución. Metodológicamente se ha afrontado desde un estudio de caso de un instituto de secundaria de relevancia con respecto a la problemática, por su tamaño, por el impacto del problema en su seno y por su ubicación en una zona de sur de Italia con especial penetración social y escolar de la problemática de la diversidad en los centros escolares. Nos hemos encontrado con unos resultados que denotan la gran fractura que existe entre la evolución del discurso y su proyección real. Mientras la inicial integración ha quedado subsumida desde hace ya tiempo, en un paradigma más universal como es el de la inclusión, la realidad arroja datos que nos retrotraen a momentos menos evolucionados de este paradigma. La inclusión es más teórica que real, alcanza el plano de la planificación y del diseño, pero menos el de la práctica docente, con déficit notables en coordinación, en trabajo de equipo específico, y con una demanda de formación reiterada.

ACS Style

Luisadora Pascale; María Del Mar Fernández Martínez; José Juan Carrión Martínez. Elementos de una organización educativa inclusiva para la respuesta a alumando con necesidades educativas especiales en educación secundaria en Italia. La situación en un instituto profesional. Psychology, Society & Education 2019, 11, 27 -37.

AMA Style

Luisadora Pascale, María Del Mar Fernández Martínez, José Juan Carrión Martínez. Elementos de una organización educativa inclusiva para la respuesta a alumando con necesidades educativas especiales en educación secundaria en Italia. La situación en un instituto profesional. Psychology, Society & Education. 2019; 11 (1):27-37.

Chicago/Turabian Style

Luisadora Pascale; María Del Mar Fernández Martínez; José Juan Carrión Martínez. 2019. "Elementos de una organización educativa inclusiva para la respuesta a alumando con necesidades educativas especiales en educación secundaria en Italia. La situación en un instituto profesional." Psychology, Society & Education 11, no. 1: 27-37.

Journal article
Published: 18 December 2018 in Revista Educación
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Este estudio pretende contribuir a la comprensión de la realidad del maestro de audición y lenguaje itinerante en su actuación con la comunidad escolar, con los equipos de orientación educativa, al analizar la dimensión colaborativa y de coordinación en su labor, así como los obstáculos para su desarrollo. Esta investigación es abordada desde una metodología naturalista, utilizando como técnicas de recogida de información la entrevista, la observación y el análisis documental. El trabajo se ha llevado a cabo en un contexto de ámbito provincial, con siete unidades organizativas analizadas correspondientes a igual número de equipo de orientación y diez informantes clave. Entre los principales hallazgos se ha encontrado que el modelo educativo basado en el trabajo colaborativo y la coordinación docente, como base de la intervención de los maestros y maestras itinerantes de audición y lenguaje es todavía una reto pendiente de alcanzar. En concordancia con lo anterior, la coordinación entre maestros de audición y lenguaje y el centro es escasa, constatándose la inexistencia de periodos de dedicación a los centros y/o comunidades educativas para tareas de planificación, coordinación, atención, etc., lo cual dificulta su coordinación entre estos, a lo que se une un aparente desinterés familiar y la concepción como especialista-externo por parte de los centros. Teniendo en cuenta esta situación, se hace necesario replantear las líneas de actuación de estos docentes con objeto de potenciar mecanismos que canalicen estrategias de colaboración con los diversos actores incidentes en el proceso educativo del alumnado que atiende.

ACS Style

Antonio Luque De La Rosa; Carmen María Hernández Garre; María Del Mar Fernández Martínez; José Juan Carrión Martínez. Docentes de audición y lenguaje itinerante: el trabajo colaborativo, reto pendiente para un nuevo perfil. Revista Educación 2018, 170 -182.

AMA Style

Antonio Luque De La Rosa, Carmen María Hernández Garre, María Del Mar Fernández Martínez, José Juan Carrión Martínez. Docentes de audición y lenguaje itinerante: el trabajo colaborativo, reto pendiente para un nuevo perfil. Revista Educación. 2018; ():170-182.

Chicago/Turabian Style

Antonio Luque De La Rosa; Carmen María Hernández Garre; María Del Mar Fernández Martínez; José Juan Carrión Martínez. 2018. "Docentes de audición y lenguaje itinerante: el trabajo colaborativo, reto pendiente para un nuevo perfil." Revista Educación , no. : 170-182.

Journal article
Published: 04 May 2018 in European Journal of Social Work
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We present the results of a study that aims to determine whether young future social work professionals value the specific competencies that they are taught as students and will put into practice as professionals. The study analyses how these students value the professional competencies taught in university social work programmes in Spain, which are under the auspices of the European Higher Education Area (EHEA). We consider that this study can contribute to the review and improvement of the design of these university curricula. The study is descriptive and employs the survey method. The sample comprises 220 subjects who are university undergraduate students in social work. The findings indicate that undergraduate students express a high valuation of the specific competencies of the degree. Students’ sociodemographic variables have little effect on their valuation of specific competencies, although we can nuance this conclusion with some partial results that show an influence of these sociodemographic variables on students’ valuations.

ACS Style

José Juan Carrión-Martínez; María Del Mar Fernández-Martínez; María Del Carmen Pérez-Fuentes; José Jesús Gázquez-Linares. Specific competencies in social work higher education in the framework of the European higher education area: the perception of future professionals in the Spanish context. European Journal of Social Work 2018, 23, 43 -55.

AMA Style

José Juan Carrión-Martínez, María Del Mar Fernández-Martínez, María Del Carmen Pérez-Fuentes, José Jesús Gázquez-Linares. Specific competencies in social work higher education in the framework of the European higher education area: the perception of future professionals in the Spanish context. European Journal of Social Work. 2018; 23 (1):43-55.

Chicago/Turabian Style

José Juan Carrión-Martínez; María Del Mar Fernández-Martínez; María Del Carmen Pérez-Fuentes; José Jesús Gázquez-Linares. 2018. "Specific competencies in social work higher education in the framework of the European higher education area: the perception of future professionals in the Spanish context." European Journal of Social Work 23, no. 1: 43-55.

Journal article
Published: 25 June 2015 in Revista de Psicodidáctica
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Los objetivos de este trabajo son identificar los diferentes perfiles de valores interpersonales y analizar si entre ellos, existen diferencias respecto a la conducta y actitud social. Todo ello, en una muestra formada por 885 alumnos de Educación Secundaria (14 a 17 años), de los cuales, el 49.8% (n = 441) son hombres y el 50.2% (n = 444) mujeres. Los resultados muestran la identificación de tres perfiles de valores interpersonales diferentes, correspondiéndose con diferentes niveles de conductas delictivas y antisociales. Así, el grupo con mayor presencia de ambas conductas, antisociales y delictivas, bajos niveles de sensibilidad social, conformidad y ayuda-colaboración, y altos niveles de dominancia, agresividad-terquedad y apatía-retraimiento es el ARL-BCB (alto reconocimiento y liderazgo - baja conformidad y benevolencia). Finalmente, se ponen de relieve los aspectos a trabajar en la intervención preventiva de las conductas antisociales y delictivas del alumnado a través de la mejora de las actitudes sociales.

ACS Style

José Jesús Gázquez Linares; María Del Carmen Pérez-Fuentes; José Juan Carrión Martínez; Antonio Luque De La Rosa; Mª Del Mar Molero Jurado. Interpersonal Value Profiles and Analysis to Adolescent Behavior and Social Attitudes // Perfiles de valores interpersonales y análisis de conductas y actitudes sociales de adolescentes. Revista de Psicodidáctica 2015, 20, 321 -337.

AMA Style

José Jesús Gázquez Linares, María Del Carmen Pérez-Fuentes, José Juan Carrión Martínez, Antonio Luque De La Rosa, Mª Del Mar Molero Jurado. Interpersonal Value Profiles and Analysis to Adolescent Behavior and Social Attitudes // Perfiles de valores interpersonales y análisis de conductas y actitudes sociales de adolescentes. Revista de Psicodidáctica. 2015; 20 (2):321-337.

Chicago/Turabian Style

José Jesús Gázquez Linares; María Del Carmen Pérez-Fuentes; José Juan Carrión Martínez; Antonio Luque De La Rosa; Mª Del Mar Molero Jurado. 2015. "Interpersonal Value Profiles and Analysis to Adolescent Behavior and Social Attitudes // Perfiles de valores interpersonales y análisis de conductas y actitudes sociales de adolescentes." Revista de Psicodidáctica 20, no. 2: 321-337.