Strategies for addressing disruptive behaviors in secondary school students in Mexico

Authors

DOI:

https://doi.org/10.31637/epsir-2025-1567

Keywords:

disruptive behaviour, Basic education, pedagogical intervention, educational estrategies, Intelligence, emotional development, emotional education, empathy

Abstract

Introduction: Based on the constant detection of disruptive behaviors in secondary school students, pedagogical intervention strategies were implemented to reduce the rate of aggressive classroom behaviors. Methodology: The research was based on the qualitative paradigm with a sociocritical approach. The type of study was action research through a pedagogical intervention (32 sessions), which lasted eight months. The participants were 160 students. Results: At the end of the interventions, students improved in the management of their emotions, showed greater willingness to work collaboratively, empathy, greater receptiveness empathy, greater receptivity towards their classmates, self-confidence, better self-concept, and, above all, a better self-concept, self-confidence; better self-concept; and, above all, there was a significant reduction of disruptive behaviors among students. Significant reduction of disruptive behaviors among the student body. Discussion: Few studies were identified that address Gardner's multiple intelligences and Kohlberg's stages of moral development as resources for addressing disruptive behaviors in high school students. Conclusions: It is essential to assess the intellectual and emotional needs of students on the motional needs of students, especially after the pandemic, which has left psychological which has left psychological sequelae, making them more vulnerable to stressful situations or to any difficulty that may arise in their lives.

Downloads

Download data is not yet available.

Author Biographies

Pedro Ramón Santiago, National Technological Institute of Mexico

D. in Education from the University of Guadalajara (UdeG). Master in Educational Administration from the Universidad Autónoma de Tlaxcala (UAT). B.A. in Educational Sciences from the Universidad Juárez Autónoma de Tabasco (UJAT), where he was a professor-researcher for 25 years. Postgraduate professor at the Instituto de Educación Superior del Magisterio (IESMA-Tabasco), Professor-researcher at the Instituto Tecnológico de la Chontalpa (ITECH) and the Universidad Olmeca de Tabasco. PRODEP profile since 2010, Member of the State and National System of Researchers Level 1. Member of the Consolidated Academic Body (PRODEP): Educational Research and Innovation. He has given conferences and courses in different institutions, universities and technological institutes: Tabasco, Tlaxcala, Puebla, Nayarit, Jalisco, Yucatan, Campeche and Chiapas. National evaluator of PRODEP projects.

Mayra Liz Barrios Viñas, National Technological Institute of Mexico

Engineer in Biochemistry and Master in Biochemical Engineering from the Technological Institute of Villahermosa. She has been a research professor at the Universidad Juárez Autónoma de Tabasco (UJAT). At the Technological Institute of Villahermosa, in addition to teaching, she has held the positions of Coordinator of the Master of Science in Biochemical Engineering; also, Academic Secretary of Biochemical Engineering. She has published articles in national and international journals. She has also lectured at different campuses of the Tecnológico Nacional de México and abroad.

References

Barra, A. (1987). El desarrollo moral: una introducción a la teoría de Kohlberg. Revista Latinoamericana de Psicología, 19(1), 7-18. https://www.redalyc.org/pdf/805/80519101.pdf

Buitrago-Muñoz, D. y Herrera, C. (2015). La inteligencia emocional y el tratamiento de las conductas disruptivas en el aula de clase [Tesis de Maestría]. Universidad del Tolima. https://n9.cl/8qo5p

Casals, A., Carrillo, C. y González-Martín, C. (2014). La música también cuenta: combinando matemáticas y música en el aula. Revista Lista Electrónica Europea de Música en la Educación, 34, 1-17. https://doi.org/10.7203/LEEME.34.9861

Coordinación de Control Escolar. (2023). Datos estadísticos de la población estudiantil.

CORREGIDA PARA REVISAR: Rodríguez, R. (2020). Técnicas conductuales: Economía de fichas. Psiquion

Del Moral, M. E., Fernández, L. C., y Guzmán, A. P. (2015). Videojuegos: Incentivos Multisensoriales Potenciadores de las Inteligencias Múltiples en Educación Primaria. Electronic Journal of Research in Educational Psychology, 13(2), 243-270. https://www.redalyc.org/articulo.oa?id=293141133003 DOI: https://doi.org/10.25115/ejrep.36.14091

Díaz-Serrano, J. (2015). El desarrollo del juicio moral en Kohlberg como factor condicionante del rendimiento académico en ciencias sociales de un grupo de estudiantes de educación secundaria. Revista Electrónica Educare, 19(3), 1-14. https://doi.org/10.15359/ree.19-3.8 DOI: https://doi.org/10.15359/ree.19-3.8

Galindo, L. (2018). La inteligencia visoespacial en las estrategias de enseñanza-aprendizaje de las ciencias ambientales. PANORAMA, 12(22), 70-82. https://www.redalyc.org/articulo.oa?id=343968243007 DOI: https://doi.org/10.15765/pnrm.v12i22.1143

García, T., Fernández, E., Vázquez, A., García, P., y Rodríguez, C. (2018). El Género y la Percepción de las Inteligencias Múltiples. Análisis en Función del Informante. Psicología Educativa. Revista de los Psicólogos de la Educación, 24(1), 31-37. https://doi.org/10.5093/psed2018a4 DOI: https://doi.org/10.5093/psed2018a4

Gardner, H. (1995). Inteligencias múltiples. La teoría en la práctica. Biblioteca

Hernández, A. y Planchuelo, L. (2014). El incremento del desarrollo moral en las clases de educación física. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 9(2), 369-392. https://www.redalyc.org/articulo.oa?id=311131093014

Hersh, R., Reimer, J. y Paolitto, D. (1984). El crecimiento moral. De Piaget a Kohlberg. Narcea S. A. de Ediciones.

Instituto Nacional de Estadística, Geografía e Informática. (2021). Encuesta Nacional de Seguridad Pública Urbana (ENSU). https://www.inegi.org.mx/programas/ensu/

Kohlberg, L. (1992). Psicología del desarrollo moral. Desclée De Brouwer.

López, C. y López-Fernández, V. (2017). Un breve estudio de la relación entre inteligencias múltiples en una muestra de 30 sujetos de 3o de la ESO. E-learning Innova, 202. https://webs.ucm.es/BUCM/revcul/e-learning-innova/202/art2938.pdf

Loza, R., Mamani, J., Mariaca, J. y Yanqui, F. (2020). Paradigma sociocrítico en investigación. PsiqueMag, 9(2), 30-39. https://doi.org/10.18050/psiquemag.v9i2.2656 DOI: https://doi.org/10.18050/psiquemag.v9i2.2656

MacKenzie, W. (1999). Multiple Intelligences Inventory. https://surfaquarium.com/MI/inventory.htm

Marulanda-Londoño, L., Aguilar-Barreto, A. y Rincón-Álvarez, G. (2023). Confiabilidad y validez del cuestionario de inteligencias múltiples. Perspectivas, 8(1), 85-95. https://doi.org/10.22463/25909215.3940 DOI: https://doi.org/10.22463/25909215.3940

Moreno, J. y Planells, B. (2016). Propuesta para la implementación de la teoría de las Inteligencias Múltiples en el sistema de Educación Infantil en España. Revista Electrónica Interuniversitaria de Formación del Profesorado, 19(3), 199-207. http://dx.doi.org/10.6018/reifop.19.3.267341 DOI: https://doi.org/10.6018/reifop.19.3.267341

Navarro, G., Flores-Oyarzo, G. y González, M. (2018). Inventario de Autoeficacia para Inteligencias Múltiples Revisado (IAMI-R) en una muestra de estudiantes de Concepción, Chile: Percepción de autoeficacia para los diferentes tipos de inteligencia. REXE. Revista de Estudios y Experiencias en Educación, 17(35), 51-61. https://doi.org/10.21703/rexe.20181735navarro3 DOI: https://doi.org/10.21703/rexe.20181735navarro3

Palomo, A. M. (1989). Laurence Kohlberg: Teoría y práctica del desarrollo moral en la escuela. Revista Interuniversitaria de Formación del Profesorado, 4, 79-90. https://dialnet.unirioja.es/descarga/articulo/117615.pdf

Revenga, M. (1992). Percepción de la educación familiar y desarrollo del razonamiento moral en el adolescente [Tesis de Doctorado, Universidad Complutense de Madrid]. http://biblioteca.ucm.es/tesis/19911996/S/4/S4002001.pdf

Sánchez, L. y Andrade, R. (2014). Inteligencias múltiples y estilos de aprendizaje: diagnóstico y estrategias para su potenciación. Alfaomega.

Sarmiento-López, J. C. y Yáñez-Canal, J. (2019). Discusiones políticas y morales referentes a la justicia y su aporte a la psicología del desarrollo moral. Revista Colombiana de Psicología, 28(1), 165-179. https://doi.org/10.15446/rcp.v28n1.70636 DOI: https://doi.org/10.15446/rcp.v28n1.70636

Tamayo-Fuente, D., Varona-Escobar, Z. E., y López-Sánchez, R. (2016). ¿Cómo desarrollar la competencia comunicativa en inglés desde el tratamiento didáctico a las Inteligencias Múltiples? Luz, 15(4), 1-11. https://www.redalyc.org/articulo.oa?id=589166500002

Zamudio, R. (2010). Disciplina escolar: Desarrollo y aplicación de un programa actitudinal-cognitivo para la formación permanente del profesorado de educación primaria [Tesis de Doctorado, Universidad Autónoma de Barcelona]. https://ddd.uab.cat/pub/tesis/2011/hdl_10803_32144/rzv1de1.pdf

Downloads

Published

2025-01-31

How to Cite

Ramón Santiago, P., & Barrios Viñas, M. L. (2025). Strategies for addressing disruptive behaviors in secondary school students in Mexico. European Public & Social Innovation Review, 10, 1–19. https://doi.org/10.31637/epsir-2025-1567

Issue

Vol. 10 (2025)

Section

Education

License

Copyright (c) 2025 Pedro Ramón Santiago, Mayra Liz Barrios Viñas

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).