Aulas afectivas e inclusivas y bienestar adolescente: una revisión sistemática
DOI:
https://doi.org/10.5944/educxx1.28705Palabras clave:
Ambiente de la clase, inclusión, bienestar del estudiante, enseñanza secundaria, competencias del docenteResumen
El ambiente de aula percibido por los estudiantes incide de forma significativa en su aprendizaje y desarrollo de la personalidad. El profesorado puede contribuir a promover el bienestar adolescente y la inclusión a través del ambiente de aula. Los estudios sobre clima de aula, bienestar adolescente e inclusión en educación secundaria son minoritarios en comparación con los existentes en educación infantil y primaria. En este contexto, los objetivos de este trabajo son los siguientes: (a) analizar las relaciones entre un clima de aula afectivo e inclusivo con el bienestar adolescente; (b) sistematizar las competencias docentes más apropiadas para dinamizar la calidad afectiva e inclusiva del ambiente de aula en educación secundaria.
Para responder a los objetivos del estudio, se ha llevado a cabo una revisión sistemática de la literatura y se han seguido las directrices marcadas en la declaración PRISMA para revisiones sistemáticas científicas. Para la revisión metodológica, se evaluaron los artículos con la herramienta JBI Critical Appraisal Checklist for Qualitative Research. Se consultaron las bases de datos ERIC y Web of Science. El período de búsqueda comprendió desde 2016 a 2020.
La revisión se realizó sobre la base de 32 estudios seleccionados. Los resultados obtenidos ofrecen evidencias contrastadas del impacto de un ambiente afectivo e inclusivo de aula en el bienestar adolescente de educación secundaria. Asimismo, se demuestra el papel destacado del profesorado en la promoción de un ambiente amigable e integrador de aula y la necesidad de formación en competencias emocionales, interpersonales e interculturales. Se concluye que un clima de aula afectivo e inclusivo promueve no solo un desarrollo óptimo de la personalidad en la etapa de la adolescencia, sino que también impulsa la socialización en los valores de aprecio y respeto a la diversidad.
Descargas
Citas
Alonso-Tapia, J., & Nieto, C. (2019). Classroom emotional climate: Nature, measurement, effects and implications for education. Revista de Psicodidáctica, 24(2). 79-87. https://doi.org/10.1016/j. psicoe.2018.09.002
Archambault, J., & Chouinard, R. (2016). Vers une gestion éducative de la classe (4ª ed.). Gaëtan Morin.
*Bardach, L., Lüftenegger, M., Yanagida, T., Schober, B., & Spiel, C. (2018). The role of within‐class consensus on mastery goal structures in predicting socio‐ emotional outcomes. British Journal of Educational Psychology, 89(2), 239–258. https://doi.org/10.1111/bjep.12237
Berríos-Valenzuela, Ll., & Buxarrais- Estrada, M.R (2013). Educación en valores: análisis sobre las expectativas y los valores de los adolescentes. Educación y Educadores, 16(2), 244-264. https://n9.cl/f3yz0
Brown, C.S. (2019). The importance, and the challenges, to ensuring an inclusive school climate. Educational Psychologist, 54(4), 322–330. https://doi.org/10.1080/00461520.2019.1655646
Bulut Ozsezer, M. S., & Iflazoglu Saban, A. (2016). An investigation on teacher candidates’ perspectives about behaviors positively affecting classroom atmosphere. Eurasian Journal of Educational Research, 16(66), 139-158. https://doi.org/10.14689/ejer.2021.91.5
*Çengel, M., & Türkoglu, C. (2016). Analysis through hidden curriculum of peer relations in two different classes with positive and negative classroom climates. Educational Sciences: Theory & Practice, 16(6). 1893-1919. https://doi. org/10.12738/estp.2016.6.0103
Cimpian, M., Maricuţoiu, L. P., & Ilie, M. D., (2021). Measuring classroom climate: Validation of the CCQ-P for primary, middle school and high school levels, on the Romanian population. Studies in Educational Evaluation, 68. https://doi. org/10.1016/j.stueduc.2021.100976
*Chao, C. N. G., Forlin, C., & Ho, F. C. (2016). Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong. International Journal of Inclusive Education, 20(11), 1142–1154. https://doi.org/10.1080/13603116.2016.1 155663
* Cremades-Andreu, R., & Lage Gómez, C. (2018). Educación para la paz y violencia escolar a través de un proyecto musical en secundaria. Publicaciones. Facultad de Educación y Humanidades del Campus de Melilla, 48(2), 319-336. https://doi.org/10.30827/publicaciones.v48i2.8347
*Cronin, L. D., Allen, J., Mulvenna, C., & Russell, P. (2017). An investigation of the relationships between the teaching climate, students’ perceived life skills development and well-being within physical education. Physical Education and Sport Pedagogy, 23(2), 181–196. https://doi.org/10.1080/17408989.2017.1 371684
Doyle, W. (1986). Classroom organization and management. En M. C. Wittrock (dir.), Handbook on research on teaching (pp. 392-431). MacMillan.
*Duchaine, E., Jolivette, K., Fredrick, L., & Alberto, P.L. (2018). Increase engagement and achievement with response cards: Science and Mathematics inclusion classes. Learning Disabilities: A Contemporary Journal, 16(2), 157-176. https://n9.cl/88svk
*Ellery, T. (2019). Belonging as a pathway to inclusive: an inquiry into supporting inclusive practice in secondary schools. Kairaranga, 20(2), 52-62. https://n9.cl/ n8xh
* Eliseev, V., Eliseeva, I., Dedyaeva, U., Korobova, M., & Romanova, U. (2019). The impact of the educator’s emotional orientation and personal qualities on the process of gaining authority among socially maladjusted adolescents. Amazonia Investiga, 8(23), 487-496. https://bit.ly/357jfPF
European Commission (2019). PISA 2018 and the EU. Striving for social fairness through education. Directorate-General for Education, Youth, Sport and Culture.
European Commission/EACEA/Euridyce (2019). Integrating students for migrant backgrounds into schools in Europe: National policies and measures. Eurydice Report. Publications Office of the European Union. https://n9.cl/ee3h
Fakunle, F. E., & Ale, M. V. (2018). School climate as determinant of students’ academic performance in public secondary schools in Ekiti State, Nigeria. African Educational Research Journal, 6(4), 236-239. https://doi. org/10.30918/aerj.64.18.055
Fraser, B.J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1(1), 7–34. https://doi. org/10.1023/A:1009932514731
García-Moya, I. (2020). The importance of connectedness in student- teacher relationships. Palgrave MacMillan. https://doi.org/10.1007/978- 3-030-43446-5
Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational Research, 45(1), 83-93. https://doi. org/10.1080/0013188032000086145
*Ghorbani, S., Mirshah Jafari, S. E., & Sharifian, F. (2018). Learning to be: teachers’ competences and practical solutions: A step towards sustainable development. Journal of Teacher Education for Sustainability, 20(1), 20–45. https://doi.org/10.2478/jtes-2018-0002
Gizir, S. (2019). The sense of classroom belonging among pre-service teachers: Testing a theoretical model. European Journal of Educational Research, 8(1), 87-97. https://doi.org/10.12973/eu-jer.8.1.87
Gouch, D., Oliver, S., & Thomas, J. (2017). An Introduction to Systematics Reviews (2ª ed.) Sage.
*Guess, P. E., & McCane-Bowling, S. J. (2013). Teacher Support and Life Satisfaction. Education and Urban Society, 48(1), 30–47. https://doi. org/10.1177/0013124513514604
*Hakimzadeh, R., Besharat, M.-A., Khaleghinezhad, S. A., & Ghorban Jahromi, R. (2016). Peers’ perceived support, student engagement in academic activities and life satisfaction: A structural equation modeling approach. School Psychology International, 37(3), 240-254. https://doi. org/10.1177/0143034316630020
Hanghøj, T., Lieberoth, A., & Misfeldt, M. (2018). Can cooperative video games encourage social and motivational inclusion of at-risk students? British Journal of Educational Technology, 49(4), 775-799.
Hutton, B., Salanti, G., Caldwell, D. M., Chaimani, A., Schmid, C. H., Cameron, C., Moher, D., Loannidis, J., Straus, S., Thorlund, K., Jansen, J., Mulrow, C., Catalá-López, C., Gøtzsche, P., Dickersin, K., Boutron, I., Altman, D., & Moher, D. (2015). The PRISMA extension statement for reporting of systematic reviews incorporating network meta-analyses of health care interventions: Checklist and explanations. Annals of Internal Medicine, 162(11), 777-784. https://doi. org/10.7326/M14-2385
Kalin, J., Peklaj, C., Pečjak, S., Levpušček, M. P., & Zuljan, M. V. (2017). Elementary and secondary school students’ perceptions of teachers’ classroom management competencies. Ceps, 7(4), 37-62. https://n9.cl/ldm4
*King, N., & Ryan, B.J (2019). The impact of social inclusion on the social development of students with a general learning difficulty in postprimary education in Ireland, Education Research International, 2019, 1-7. https://doi. org/10.1155/2019/6327567
Kulikova, T.I., & Maliy, D.V. (2017). Professional and personal qualities of the teacher in the context of the psychological safety of educational environment. European Journal of Contemporary Education, 6(4), 715-722. https://bit.ly/2H5L56u
*Kulikova, T.I., Shalaginova, K.S. & Cherkasova, S.A. (2017). The polyethnic competence of class teacher as a resource for ensuring the psychological security of pupils in a polycultural educational environment. European Journal of Contemporary Education, 6(3), 557-564. https://doi.org/10.13187/ejced.2017.3.557
Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: a review of the literature. Review of Education, 3(2), 103-135. https://doi.org/10.1002/ rev3.3043
*Gallagher, E. K., Dever, B. V., Hochbein, C., & DuPaul, G. J. (2019). Teacher caring as a protective factor: The effects of behavioral/emotional risk and teacher caring on office disciplinary referrals in middle school. School Mental Health, 11(4), 754–765. https://doi.org/10.1007/ s12310-019-09318-0
*Larmer, W., Baker, C., & Gentry, J. (2016). A model for online support in classroom management: Perceptions of beginning teachers. Administrative Issues Journal: Education, Practice, and Research, 6(1). 22-37. https://doi.org/10.5929/2016.6.1.3
*Leblanc, S., & Sauvaire-Maltrana, C. (2019). Understanding the “atypical” activity of teachers: example of collaborative pedagogical format in secondary school. @ctivités, 6(1), 1-34. https://doi.org/10.4000/activites.3901
Lee, V. E., & Smith, J. B. (1999). Social support and achievement for young adolescents in Chicago: The role of school academic press. American Educational Research Journal, 36(4), 907-945. https:// doi.org/10.3102/00028312036004907
Lockwood, C., & Tricco, A.C. (2020). Preparing scoping reviews for publication using methodological guides and reporting standards. Nursing & Health Sciences, 22, 1-4. https://doi. org/10.1111/nhs.12673
*Maulana, R., Helms-Lorenz, M., Irnidayanti, Y., & Van de Grift, W. (2016). Autonomous motivation in the Indonesian classroom: relationship with teacher support through the lens of Self- Determination Theory. The Asia-Pacific Education Researcher, 25(3), 441–451. https://doi.org/10.1007/s40299-016- 0282-5
*Mendenhall, M., Bartlett, L., & Ghaffar- Kucher, A. (2016). “If you need help, they are always there for us”: Education for refugees in an international high school in NYC. The Urban Review, 49(1), 1–25. https://doi.org/10.1007/s11256-016- 0379-4
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D.J. (2009). Preferred reporting items for systematic reviews and meta- analyses: The PRISMA statement. PLoS Med. 6(7). https://doi.org/10.1371/journal.pmed.1000097
Moos, R.H. & Trickett, E. (1974). Classroom Environment Scale. APA PsycTests. https://doi.apa.org/doi/10.1037/t06449- 000
*Murphy, H. R., Tubritt, J., & O’Higgins Norman, J. (2018). The role of empathy in preparing teachers to tackle bullying. Journal of New Approaches in Educational Research, 7(1), 17–23. https://doi.org/10.7821/naer.2018.1.261
Naghsh Daemi, M., Tahriri, A., & Mahdavi Zafarghandi, A. (2017). The relationship between classroom environment and EFL learners’ academic self- efficacy. International Journal of Education and Literacy Studies, 5(4), 16 . https://doi.org/ 10. 7575/ aiac. ijels.v.5n.4p.16
Newland, L. A., De Cino, D. A., Mourlam, D. J., & Strouse, G. A. (2019). School climate, emotions, and relationships: Children’s experiences of well-being in the Midwestern U.S. International Journal of Emotional Education, 11(1), 67-83.
Newman, M., & Gough, D., (2020). Methodological considerations. En O. Zawacki-Ritcher, M. Kerres, S. Bendenlier,
M. Bond y K. Buntins, Systematic reviews in educational research. Methodology, perspectives and application (pp. 3-22). Springer. https://doi.org/10.1007/978-3- 658-27602-7
Nisar, N., Mahmood, M. K., & Dogar, A. H., (2017). Determinants of students’ academic achievement at secondary school level. Bulletin of Education and Research, 39(1), 145-158. https://bit. ly/3nN7iHr
OECD (2020). Global teaching Iinsights. A video study of teaching. OECD Publishing. https://doi.org/10.1787/20d6f36b-en
*Olmos Rueda, P., Sanahuja Gavaldà, J., & Mas Torelló, Ó. (2018). El alumnado de educación secundaria obligatoria ante la inclusión educativa y la docencia compartida. REOP - Revista Española de Orientación y Psicopedagogía, 29(3), 8-24. https://doi.org/10.5944/reop.vol.29. num.3.2018.23318
*Öqvist, A., & Malmström, M. (2016). Teachers’ leadership: a maker or a breaker of students’ educational motivation. School Leadership & Management, 36(4), 365–380. https://doi.org/10.1080/13632434.2016.1247039
*Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M., Poikkeus, A., & Nurmi, J. (2018). Teacher–student interaction and lower secondary school students’ situational engagement. British Journal of Educational Psychology, 89(2), 374– 392. https://doi.org/10.1111/bjep.12244
*Quin, D., Hemphill, S. A., & Heerde, J. A. (2017). Associations between teaching quality and secondary students’ behavioral, emotional, and cognitive engagement in school. Social Psychology of Education, 20(4), 807–829. https://doi. org/10.1007/s11218-017-9401-2
Romero-Pérez, C., Torres-Savater, Mª C., & Traver Martí, J.A. (2019). Formar para la relación educativa desde la profesión docente. En J. Vera Vila (Coord.), Formar para transformar. Cambio social y profesiones educativas (pp. 217-240). GEU Editorial. https://bit.ly/3157vw7
*Roczen, N., Abs, H. J., & Filsecker, M. (2017). How school influences adolescents’ conflict styles. Journal of Peace Education, 14(3), 325–346. https:// doi.org/10.1080/17400201.2017.1345728
*Rushton, C., & Wilson, K. (2018). Understanding the work of FLOs through a recovery framework lens. International Journal of Inclusive Education, 24(1), 1–14. https://doi.org/10.1080/13603116.2018.1448122
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55(1), 68-78. https://doi. org/10.1037/0003-066X.55.1.68
Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727. https:// doi.org/10.1037/0022-3514.69.4.719
*Sammons, P., Kington, A., Lindorff, A., & Ortega, L. (2018). ‘It ain’t (only) what you do, it’s the way that you do it’: A mixed method approach to the study of inspiring teachers. Review of Education, 6(3), 303-356. https://doi.org/10.1002/ rev3.3141
Sánchez-Meca, J. S. (2010). Cómo realizar una revisión sistemática y un meta- análisis. Aula abierta, 38(2), 53-64.
*Scharenberg, K. (2016). The interplay of social and ethnic classroom composition, tracking, and gender on students’ school satisfaction. Journal of Cognitive Education and Psychology, 15(2), 320–346. https://doi.org/10.1891/1945-8959.15.2.320
*Schachner, M. K., Schwarzenthal, M., van de Vijver, F. J. R., & Noack, P. (2019). How all students can belong and achieve: Effects of the cultural diversity climate amongst students of immigrant and nonimmigrant background in Germany. Journal of Educational Psychology, 111(4), 703–716. https://doi.org/10.1037/ edu0000303
Shindler, J., Jones, A., Williams, A. D., Taylor, C., & Cardenas, H. (2016). The school climate-student achievement connection: if we want achievement gains, we need to begin by improving the climate. Journal of School Administration Research and Development, 1(1), 9-16.
Sherblom, S. A., Marshall, J. C., & Sherblom, J. C. (2006). The relationship between school climate and math and reading achievement. Journal of Research in Character Education, 4(1), 19-31.
Sieberer-Nagler, K. (2015). Effective classroom-ma nagement an d positive teaching. English Language Teaching, 9(1), 163. https://doi. org/10.5539/elt.v9n1p163
*Simó, N., Parareda, A., & Domingo, L. (2016). Towards a democratic school: The experience of secondary school pupils. Improving Schools, 19 (3), 181–196. https://doi. org/10.1177/1365480216631080
Thapa, A. (2013). School climate and research. En T. Dary y T. Pickeral (Ed.), School climate practices for implementation and sustainability. A school climate practice brief, 1 (pp.13-16). National School Climate Center. https:// bit.ly/3uiPs2i
*Tibu, S. L., & Horga, I. (2018). Empathic and supportive teachers, key to quality and efficiency in education. Revista Romaneasca Pentru Educatie Multidimensionala, 10(4), 166–181. https://doi.org/10.18662/rrem/80
Vantieghem, W., Roose, I., Gheyssens, E., Griful-Freixenet, J., Keppens, K., Vanderlinde, R., & Van Avermaet, P. (2020). Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions. Studies in Educational Evaluation, 67. https:// doi.org/10.1016/j.stueduc.2020.100912
Vera Vila, J. (Coord.) (2019). Formar para transformar. Cambio social y profesiones educativas. GEU Editorial. https://bit. ly/3157vw7
Viau, R. (2009). La motivation en contexte scolaire (2ª ed.). De Boeck.
Voight, A., & Hanson, T. (2017). How are middle school climate and academic performance related across schools and over time? National Centre for Education Evaluation and Regional Assistance. https://n9.cl/9u4mt
Whitlock, J. L. (2006). Youth perceptions of life in school: Contextual correlates of school connectedness in adolescence. Applied Developmental Science, 10, 13-29. https://doi.org/10.1207/s1532480xads1001_2
Yeager, D. S. (2017). Social and emotional learning programs for adolescents. Future of Children, 27(1), 73-94. https://doi.org/10.1353/foc.2017.0004
Descargas
Publicado
Número
Sección
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
