Percepciones del autoconcepto en jóvenes universitarios que presentaron conductas disruptivas en el aula escolar

Abstract

La presente investigación de tipo cualitativa, con un alcance exploratorio-descriptivo, tiene el objetivo de conocer cómo es la percepción del autoconcepto de los jóvenes universitarios que presentaron conductas disruptivas en el aula escolar. Se realizaron 6 focus groups en una muestra de 22 estudiantes peruanos de educación superior, a quienes se les aplicó un cuestionario filtro para verificar que hayan presentado conductas disruptivas; se incluyeron estudiantes diagnosticados con TDAH. A partir de ello, se descubrieron similitudes y diferencias en el autoconcepto entre los participantes con TDAH y sin el diagnóstico. A nivel general, se encontró que los estudiantes solían tener una percepción más negativa sobre su autoconcepto en la escuela pero que, en la adultez emergente este tiende a volverse más positivo. Específicamente, quienes tienen TDAH presentan mayores dificultades al enfrentarse a la etapa de transición colegio-universidad, mientras que, los demás estudiantes perciben esta etapa como un factor importante en el cambio conductual, ya que pueden tomar decisiones para sí mismos con mayor libertad. No obstante, persisten dificultades asociadas a un bajo autoconcepto académico. En conclusión, se reconoce que, la manera en la que se corrige una conducta disruptiva desde la escuela, influenciará en cómo el estudiante construye y valora su autoconcepto.

This qualitative research, with an exploratory-descriptive scope, has the objective of getting to know the perceptions of the self-concept in university students who presented disruptive behaviors in the classroom during their school years. For this purpose, 6 focus groups were held, with a sample of 22 college students from Perú, to whom a filter questionnaire was applied to verify that they presented disruptive behaviors. students diagnosed with ADHD were included. The results revealed similarities and differences in the self-concept between participants with ADHD and without the diagnosis. In general, it was found that students have a negative perception of their self-concept at school, but in emerging adulthood, this tends to become more positive. Specifically, those with ADHD present greater difficulties when facing the school-university transition stage, while other students perceive this stage as an important factor in behavioral change, since they can make decisions for themselves with greater freedom. However, difficulties associated with a low academic self-concept perception persist. In conclusion, the way in which disruptive behavior is corrected at school will influence how the student builds and values his or her self-concept.