DISINCRONÍA AFECTIVO – INTELECTUAL EN ESTUDIANTES DE 7 A 9 AÑOS IDENTIFICADOS CON ALTAS CAPACIDADES
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
El presente trabajo de investigación se realizó a través de dos instituciones educativas particulares durante los meses de octubre 2019 a enero 2020. Los participantes fueron niños con altas capacidades intelectuales de entre 7 a 9 años de edad que presentaron ciertas conductas disruptivas y problemas emocionales manifestados dentro del contexto educativo formal. Se planteó como objetivo general poder caracterizar la disincronía afectivo – intelectual presente en estudiantes con altas capacidades evaluados por el Departamento de Consejería Estudiantil. La metodología aplicada fue bajo el enfoque cualitativo de análisis de casos y una muestra de 6 estudiantes, la misma que se realizó a través de entrevistas a los padres de familia, reportes de docentes, registro observacional dentro del aula de clases y aplicación de instrumentos psicológicos como la Escala de Inteligencia de Reynolds, el Sistema de Evaluación para Niños y Adolescentes (SENA) y el Inventario de Inteligencia Emocional BarOn - ICE. Los principales resultados encontrados indicaron que los niños con altas capacidades tienden a presentar conductas disruptivas como la agresividad e impulsividad y problemas emocionales entre los cuales se encuentra el aburrimiento, signos de depresión y ansiedad, debido a su falta de madurez emocional la cual se sitúa por debajo de su madurez intelectual ocasionando afectaciones tanto en su dimensión social como emocional
The present research work was carried out through two private educational institutions during the months of October 2019 to January 2020. The participants were children with high intellectual capacities between 7 to 9 years of age who had certain disruptive behaviors and emotional problems manifested within the formal educational context. The general objective was to be able to characterize the affective-intellectual dyssynchrony present in students with high capacities evaluated by the Department of Student Counseling. The methodology applied was under the qualitative approach of case analysis and a sample of 6 students, the same that was carried out through interviews with parents, teacher reports, observational registration within the classroom and application of psychological instruments such as the Reynolds Intelligence Scale, the Evaluation System for Children and Adolescents (SENA) and the BarOn Emotional Intelligence Inventory - ICE. The main results found indicated that children with high capacities tend to present disruptive behaviors such as aggressiveness, impulsiveness and emotional problems among which are boredom, signs of depression and anxiety, due to their lack of emotional maturity which is below its intellectual maturity causing effects both in its social and emotional dimension
The present research work was carried out through two private educational institutions during the months of October 2019 to January 2020. The participants were children with high intellectual capacities between 7 to 9 years of age who had certain disruptive behaviors and emotional problems manifested within the formal educational context. The general objective was to be able to characterize the affective-intellectual dyssynchrony present in students with high capacities evaluated by the Department of Student Counseling. The methodology applied was under the qualitative approach of case analysis and a sample of 6 students, the same that was carried out through interviews with parents, teacher reports, observational registration within the classroom and application of psychological instruments such as the Reynolds Intelligence Scale, the Evaluation System for Children and Adolescents (SENA) and the BarOn Emotional Intelligence Inventory - ICE. The main results found indicated that children with high capacities tend to present disruptive behaviors such as aggressiveness, impulsiveness and emotional problems among which are boredom, signs of depression and anxiety, due to their lack of emotional maturity which is below its intellectual maturity causing effects both in its social and emotional dimension
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altas capacidades, disincronía, problemas conductuales, problemas emocionales