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Francesc Sidera Caballero https://orcid.org/0000-0001-7107-0450

Carles Rostan https://orcid.org/0000-0003-4223-0368

Jordi Collell https://orcid.org/0000-0002-8913-2581

Sara Agell https://orcid.org/0000-0002-4215-8442

Resumen

Se llevó a cabo una intervención educativa en 2.º curso de secundaria para mejorar la convivencia y reducir la agresividad. Los 64 participantes (media de edad = 13.57 años; DE = 0.35), divididos en un grupo control y otro de intervención, respondieron a un pretest y un postest para evaluar el cambio en el clima escolar, la empatía, la desconexión moral y la agresividad. Se realizaron 11 sesiones de intervención grupales para trabajar las habilidades socioemocionales y morales del alumnado. Los resultados muestran una correlación negativa entre la desconexión moral y la agresividad total en el pretest (r = -0.526; p < 0.001) y el postest (r = -0.463; p < 0.001). Además, existió una correlación entre el cambio observado en la agresividad impulsiva y el cambio en la subescala de fantasía de la empatía (r = -0.326; p = 0.01). Sin embargo, la intervención no fue efectiva para reducir la agresividad ni para mejorar la empatía o la desconexión moral. Además, empeoró el clima escolar en ambos grupos (pretest: Z = -2.132; p = 0.033; postest: Z = -3.473; p < 0.001). Finalmente, se discuten las implicaciones para el diseño de programas de intervención socioemocionales y morales.

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Keywords

convivencia, agresividad, educación secundaria, clima escolar, empatía, habilidades socioemocionales

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Cómo citar
Sidera Caballero, F., Rostan, C., Collell, J., & Agell, S. (2019). Aplicación de un programa de aprendizaje socioemocional y moral para mejorar la convivencia en educación secundaria. Universitas Psychologica, 18(4), 1-14. https://doi.org/10.11144/Javeriana.upsy18-4.apas
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