AN APPROACH TO THE STUDY OF ATTITUDES AND STRATEGIES OF SOCIAL THOUGHT AND THEIR CONNECTION WITH DISRUPTIVE BEHAVIOR IN THE SECONDARY SCHOOL CLASSROOM

Abstract

One of the main preoccupations of teaching staff at Secondary School is the frequent conflicting relations that maintain with some students and that they make difficult the normal development of the classes. This study analyzes the components of the social competence related with disruptive behaviors exhibited in a sample of 348 students. At the first grade, disruptive boys obtained the higher scores in prosocial leadership, aggressiveness and impulsivity; disruptive girls obtained the lower scores in social responsiveness. At the second grade, the group of disruptive boys did not differ from the non disruptive group; the group of disruptive girls obtained the lower scores in help and collaboration behaviours and conformity with rules, and the higher scores in independence as opposed to field dependency. The design of strategies oriented to the modification of the components more directly related to the conflictive behaviours in classroom needs to consider the differences between disruptive and not disruptive boys and girls.