SCHOOL RISK FACTORS ASSOCIATED WITH BEHAVIORS OF SOCIAL MALADAPTATION OF BOYS AND GIRLS IN THE SCHOOL CONTEXT

Abstract

The purpose of this study was to determine the school risk factors associated with behaviors of social maladjustment of boys and girls in the school context in the Educational Institutions La Esperanza del Sur and La I.E.D.T. Pablo Neruda. This implied the recognition of elements that disturb the socializing role of family and school, which directly or indirectly influence the development of people with behaviors of social maladjustment. The type of research to carry out this study was quantitative, with a cross-sectional investigation with a field design, based on the use of a stratified random sampling. The sample consisted of 70 students with behaviors of social maladjustment from the educational institutions under study. To collect the data, a questionnaire-type instrument was designed with closed questions with options according to the Likert-type scale. It had the validation of experts, to later carry out a pilot test with 10% of the sample, obtaining reliability through the Cronbach's Alpha method to estimate the internal consistency of the instrument, the instrument being reliable with an Alpha result of 0.867. It was concluded that it was evidenced in the students that there are probably risk factors in school, where harassment, the hostile dynamics of the environment directly influence school failure, presenting very low school performance and on many occasions school desertion when it is already approaching 14 and 15 years of age, denying the possibility of changing their lifestyle. Likewise, school vandalism is high and frequent, characterized by school violence, an aggressive response to violent stimuli, both verbally and physically, among adolescents, family members, and the community in general. In the same way, in the results it was possible to verify that there are probably behaviors of social maladjustment in the adolescents surveyed, characterized by maintaining an aggressive attitude and with a perception based on dysnomia, where the norms are unknown to them and their relatives, weakening the culture. of respect for institutional norms and moral principles and values.