Resumen La agresión entre pares, sea un caso aislado o recurrente, se ha convertido en un problema cada vez más frecuente que socava el desarrollo psicoafectivo saludable en adolescentes y universitarios. Como en el caso de otras conductas de riesgo, la investigación sugiere que los aspectos emocionales son relevantes para su prevención. El objetivo de este trabajo fue explorar la posible relación entre la agresión entre pares, la agresión frecuente como potencial conducta de bullying, y la diferenciación del self, un constructo procedente de la perspectiva sistémica, vinculado con la autorregulación emocional y la madurez afectiva. Universitarios de entre 17 y 20 años (. = 365), completaron sendos cuestionarios autoadministrados sobre estilos de vida (Carlos et al., 2016) y diferenciación del self (Duch-Ceballos et al., 2022). En esta muestra, los análisis realizados indican que menores niveles de diferenciación del self en los varones se asocian con mayor probabilidad de agresión entre pares, tanto sufrida como ejercida. Además, uno de los componentes de la diferenciación del self, la reactividad emocional, predijo también las probabilidades de agresión (sufrida y ejercida) entre las mujeres. La diferenciación del self está recibiendo una creciente atención como variable relevante para explicar la conducta de los adolescentes y jóvenes emergentes, especialmente en lo que refiere a conductas de riesgo. Este sería el primer estudio sobre la relación entre diferenciación del self, agresión entre pares y agresión frecuente como potencial conducta de buylling. Finalmente, a partir de los resultados encontrados, se plantean futuras líneas de investigación y aplicaciones prácticas.

Abstract The socio-emotional well-being of children and adolescents is a subject of interest, both for academics and researchers, as well as for parents, teachers, and educators. Initiatives on this subject promoted from the scientific and social fields are constantly increasing, and tend to have multiple objectives, among which one is to understand the dynamics of violence and aggression (which can lead to harassment situations), in order to design more effective prevention and intervention programs. Research suggests that emotional aspects are relevant to the prevention of aggression. Within this realm, we have focused on Differentiation of self (DoS). The Differentiation of Self is the central construct of Bowen's (1978) systemic family theory, considered from the systemic perspective as one of the most comprehensive theories of human behavior. With multiple applications in various fields, DoS is a multidimensional construct, defined as the ability to balance emotional and intellectual functioning -intrapsychic dimension-, and intimacy and autonomy in personal relationships -interpersonal dimension-. Based on previous studies in which associations between bullying and socio-emotional competencies were found, the objective of this study was to find relationships between differentiation of self and peer aggression. The sample of this study was comprised of university students between 17 and 20 years old (. = 365; . = 18.3, SD = .7), who were studying the first or second year of different careers at a private university in Argentina. Participants completed self-administered questionnaires on lifestyles (Carlos et al., 2016) and the Spanish version of the Differentiation of Self Inventory-Revised (S-DSI; Rodríguez-González et al., 2015). Considering that peer aggression does not represent bullying in all cases, the association between self-differentiation and peer aggression was first analyzed and, second, this same association was analyzed, but considering frequent aggression. Peer aggression was perpetrated by 54 % of women and 63 % of men (. = .043) and suffered by 72 % of women and 61 % of men (. = .124). Frequent peer aggression was perpetrated by 15 % of women and 21 % of men (. = .001) and suffered by 41 % of women and 24 % of men (. = .146). Both measures of DoS (Emotional reactivity and Emotional cutoff) were associated with a lower prevalence of both aggression and frequent aggression. This work offers two main findings. First, given the high incidence of peer aggression, the results of this study confirm the relevance of the research on peer aggression and, specifically, on frequent aggression associated with bullying. Second, present data suggests the existence of a relationship between differentiation of self and aggression. Since the idea and perceptions about aggression could be changing, new research is suggested, based around the cultural context and social changes that identify how the concept of bullying evolves should be promoted. Moreover, it would be positive to develop new research that can delve into the role played by the differentiation of self, since it is a factor that impacts the development and health of adolescents. The significant relationship between peer aggression and DoS found in this study contributes to the empirical corpus that affirms the relevance of the emotional factor in aggressive and bullying behaviors. In this sense, this study joins others that support the idea of intervening in aggression and buylling through the development of school intervention programs aimed at developing emotional competencies, involving students and also parents and educators.

Abstract: The objective of this study is to identify differences in teaching styles in relation to the emotional skills of future teachers. To analyze the data, simple ANOVA was used. The results showed significant differences in emotional skills with respect to teaching skills (teacher-centered and student-centered). In initial training, it will be necessary for future teachers to be able to identify their teaching styles and emotional skills as the starting point of their professional development.

Resumen: El objetivo del presente trabajo es identificar diferencias de estilos de enseñanza en relación con las habilidades emocionales en futuros docentes. Para el análisis de los datos se utilizó la prueba ANOVA simple. Los resultados señalaron diferencias significativas en las habilidades emocionales con respecto a los estilos de enseñanza (centrado en el docente y centrado en el estudiante). En la formación inicial será necesario que los futuros docentes puedan identificar sus estilos de enseñanza y habilidades emocionales como punto de partida de su desarrollo profesional.

The present study has two objectives. The first one is to study whether the different stages of teacher professional development vary the levels of psychological capital, engagement and burnout on university teachers. On the other hand, the second objective is to study the relationship between the stages of professional development, psychological capital and engagement with the burnout of university teachers. The sample is intentional, not probabilistic and was composed of 250 university professors, with an average age of 39 years (M = 39.5 and a TD = 11.15); fifty one per cent of the participants were female. Thirty-eight per cent of the participants have been teaching at the university for five years or less; twenty seven per cent have been doing so for 6 to 10 years, and thirty five per cent have been teaching at the university for more than 11 years. To evaluate the variables, the Spanish versions of the Psychological Capital Questionnaire, Utrecht Work Engagement Scale and the Oldenburg Burnout Inventory were used. The results indicated that more experienced teachers have higher levels of psychological capital (specifically effectiveness, resilience and hope) and higher levels of absorption, an engagement dimension, than less experienced teachers. No significant differences were found in burnout levels linked to academic experience. Finally, psychological capital (specifically the dimensions of optimism and hope) as well as engagement (specifically the dimensions of vigor and dedication) inhibit the emergence of burnout on university teachers.

El presente estudio se plantea dos objetivos el primero es estudiar si las diferentes etapas del desarrollo profesional de docentes hacen variar los niveles de capital psicológico, engagement y burnout en docentes universitarios. Por otro lado, el segundo objetivo es estudiar la relación de las etapas del desarrollo profesional, del capital psicológico y el engagement con el burnout de los docentes universitarios. La muestra es intencional, no probabilística y estuvo compuesta por 250 profesores universitarios, con una media de edad de 39 años (M = 39.5 y un DT = 11.15), 51% de los participantes eran mujeres. El 38% de los participantes ejercen la docencia universitaria hace 5 años o menos, el 27% lo hace entre 6 y 10 años y el 35% hace más de 11 años que ejerce la docencia universitaria. Para evaluar las variables se utilizaron las versiones españolas del Psychological Capital Questionnaire, Utrecht Work Engagement Scale y el Oldenburg Burnout Inventory. Los resultados indicaron que los docentes más experimentados presentan mayores niveles de capital psicológico (específicamente eficacia, resiliencia y esperanza) y mayor nivel de absorción, una dimensión de engagement, que los menos experimentados. No se encontraron diferencias significativas en los niveles de burnout vinculados a la experiencia académica. Por último, el capital psicológico (específicamente las dimensiones de optimismo y esperanza) así como el engagement (específicamente las dimensiones de vigor y dedicación) inhiben el surgimiento de burnout en docentes universitarios.

ABSTRACT: Socio-emotional education has gained significant social and scientific relevance in recent years. The aim of this article is to describe the perception of students, teachers and principals, in order to analyze the role of the school as a facilitator of behaviors that promote socio-emotional education. The sample was 134 students, 23 teachers and directors of a state-run secondary school in the province of San Juan, Argentina. We used the questionnaire of Lickona and Davidson (2003) School as Caaring Community Profile-II to evaluate perceptions of respect, friendship and belonging, configuration of their environment, support and attention by teachers and students, also in relation to the families. The results showed that a positive perception predominates, in the Institution, on the support provided by both the parents and the Institution itself. Finally, there are recommendations to consolidate the role of the school.

RESUMEN: La educación socio emocional ha cobrado una relevancia social y científica notable en los últimos años. El objetivo de este artículo es describir la percepción de estudiantes, personal docente y directivo, a fin de analizar la función de la escuela como ámbito facilitador de conductas promotoras de la educación socioemocional. La muestra utilizada fue de 134 estudiantes, 23 docentes y directivos de un colegio secundario de gestión estatal de la provincia de San Juan, Argentina. Se utilizó el cuestionario de Lickona y Davidson (2003) School as Caaring Community Profile-II para evaluar percepciones de respeto, amistad y pertenencia, configuración de su medioambiente, soporte y atención por parte del personal docente y de los alumnos, también en relación a las familias. Los resultados arrojaron que predomina una percepción positiva, en la Institución, sobre el soporte brindado tanto por los padres de familia como por la misma Institución. Se brindan recomendaciones para consolidar el papel de la escuela.

As regards the education action, teaching is not only a merely technical activity, or an action without communication, bonds or social contact. On the contrary, it requires a close relationship between the teacher and the students, which -in order to be effectively developed- needs the teachers to be adequately conscious and reflective about the aims they want to achieve through the communicative action. During the last decades, relationships between teachers and students have become a central focus for theories and investigation, and many aproaches show the importance that the relationship has as regards the students' development and their accomplishments (Cohen & Amidon, 2004; Páramo, 2008). Indeed, it has been stated that the best education is a product of the best relationship or pedagogical bond. Teaching demands a close relationship between the teacher and the students, which requires an adequate explicitness and reflection on the part of the teacher for its effective development. Some research highlights the importance this relationship has for the students' development and achievements. This work aims at evaluating the validity and reliability of the Questionnaire on Teacher Interaction (QTI) applied in higher education by Soerjaningsih, Fraser and Aldridge. This instrument includes 48 items and enables the identification of the teacher's predominant behavior according to two dimensions: proximity (cooperation-opposition) and influence (domination-submission). The questionnaire was applied to 256 students attending the first two years of courses of study related to Natural Science and Health Science at both public and private universities in the province of San Juan (Argentina). To evaluate the reliability, the Cronbach Alpha was applied, and the validity of the construct was studied by making a factorial analysis. The results indicate the existence of a two-dimensional structure: factor 1 is constituted by items that evaluate the proximity of the student-teacher relationship; it includes positive items that correspond to the cooperation subdimension and negative items that correspond to the opposition subdimension. Factor 2 is constituted by items that evaluate the influence in relation to domination. As regards reliability, when studying Factor 1, a Cronbach Alpha of .92 was obtained for cooperation and a Cronbach Alpha of .84 for opposition. Factor 2 had an Alpha of .61. The self-report globally shows an acceptable level of reliability. Summarising, favorable evidence was obtained about the discrimination of the items: factorial validity and the instrument's reliability. These results are important to understand the dynamics of the processes implied in the student-teacher relationship. Taking into account these results, it is considered that the QTI can be used as a guide to improve the interpersonal relationships and to help teachers in their professional development. Using this instrument can be a valuable tool, both for investigation and intervention and prevention programs. Good teachers should be able of empathizing with students, listening to them better and understanding their world. In this sense, there should be training plans for teachers to be conscious of the relational dimension of their education action and for them to receive the necessary courses to be able to optimize the great educational force that their practice has on students'development. Indeed, incorporating strategies to develop and strengthen relational capabilities in teachers during the teachers' training course will contribute to students, interpersonal relationships which will favor the academic performance, and it will enable teachers' accomplishments and professional success.

La docencia exige una estrecha relación entre el profesor y los estudiantes que requiere para su perfeccionamiento una adecuada explicitación y reflexión por parte de los docentes. Algunas investigaciones señalan la importancia que la forma de relacionarse tiene en el desarrollo de los alumnos y sus logros. El objetivo del trabajo que se informa fue evaluar la validez y fiabilidad del Cuestionario sobre la Relación Docente (QTI, Wubbels, Brekelmans & Hooymayers, 1991), adaptado al ámbito universitario por Soerjaningsih, Fraser y Aldridge. Dicho instrumento está compuesto por 48 ítems y permite identificar la tipología de comportamiento predominante en el docente a partir de dos dimensiones: proximidad (cooperación - oposición) e influencia (dominación - sumisión). El cuestionario fue administrado a 256 estudiantes de primero y segundo año de carreras relacionadas con las Ciencias Naturales y las Ciencias de la Salud de universidades privadas y públicas de la Provincia de San Juan (República Argentina). Para evaluar la fiabilidad se aplicó el Alpha de Cronbach y se realizó un análisis factorial para estudiar la validez de constructo. Los resultados indican la existencia de una estructura bidimensional: el factor 1 está compuesto por ítems que evalúan la proximidad en la relación docente e incluye ítems positivos que corresponden a la subdimensión cooperación e ítems negativos que corresponden a la subdimensión oposición. El factor 2 está compuesto por ítems que evalúan la influencia con respecto a la dimensión dominación. Se obtuvo para el factor 1, un Alpha de Cronbach igual a.92 para cooperación y un Alpha de Cronbach igual a .84 para oposición. En el factor 2, el Alpha es igual a .61. El autoinforme muestra globalmente un nivel de fiabilidad aceptable.

Resumen:En este artículo se presentan algunos resultados de un proceso investigativo realizado en la provincia de San Juan de Argentina, en el cual se indagaron las representaciones sociales (RS) de un grupo de profesores de Ciencias Naturales en el marco de un taller de educación continua. Para la recopilación de la información se utilizaron: encuestas, observaciones no participantes en el aula, entrevistas individuales y cuestionarios aplicados a los docentes, así como grupos focales en los que se trabajó en la reflexión de los resultados preliminares. En este sentido, se expone el análisis de los resultados obtenidos, los cuales evidenciaron, por un lado, la coherencia entre la realidad del quehacer docente y lo que ellos piensan que hacen y por otro, la necesidad de favorecer la reflexión para que ellos puedan establecer relación entre pensamiento y práctica y de esta forma, evidenciar diferencias e incoherencias, lo cual contribuiría a fortalecer el proceso educativo de las Ciencias Naturales.

Abstract:In this article they present some results of a research process realized in the province of San Juan of Argentina, in which there were investigated the social representations (SR) of a group of teachers of Natural Sciences in the frame of a workshop of a continuing education. For the compilation of information we carried out various activities: surveys, observations not participants in the classroom, individual interviews and questionnaires applied to the teachers, as well as focal groups in which one was employed at the reflection of the preliminary results. From the results obtained we can notice, on the one hand, coherence between what teachers say they do and what they think they do and, on the other hand, the need to favor reflection so that teachers can confront their thinking and their practice and show the differences or inconsistencies, thus contributing to the teaching and learning of the Natural Sciences.

La interacción entre las características contextúales, el modo de aprender de los alumnos y el estilo de enseñanza de los docentes abre un abanico de temáticas y plantea la necesidad de que los docentes conozcan los factores que influyen en la configuración de una enseñanza eficaz. Asimismo la identificación de los estilos de enseñanza de los docentes exige la necesidad de contar con instrumentos adecuados para su evaluación que consideren los aspectos no sólo didácticos sino también pedagógicos que configuran dichos estilos. El presente trabajo busca conocer cuáles son las formas típicas de enseñanza de los profesores universitarios en relación con las distintas disciplinas de enseñanza. Los estilos de enseñanza fueron evaluados mediante el Cuestionario sobre la Orientación Docente del Profesor Universitario (Feixas, 2006). Se trabajó con una muestra de 188 docentes de universidades privadas del sistema educativo argentino. En relación con los estilos adoptados por los profesores no se observaron desde el punto de vista descriptivo diferencias en las distintas carreras analizadas. En las distintas áreas de conocimiento encontramos profesores que adoptan tanto el estilo centrado en el docente como el estilo centrado en el estudiante.

The interaction between contextual characteristics, the way students learn and the way teachers teach opens up a range of issues and obliges teachers to be aware of the factors that influence what constitutes effective teaching. Identifying teaching styles requires adequate tools for evaluation that consider not only the didactic elements that shape the way teachers teach, but also the theoretical aspects. This paper is an attempt to identify the teaching styles typically used by college professors in different disciplines. The Questionnaire on the Teaching Orientation of the University Professor (Feixas, 2006) was used to evaluate teaching styles in a sample of 188 teachers from private universities in the Argentine educational system. No differences, from a descriptive point of view, were observed in the styles adopted by teachers in the disciplines that were analyzed. The authors found teachers in the various fields of knowledge who adopt both the teacher-centered style and the student-centered style.

A interação entre as características contextuais, o modo de aprender dos alunos e o estilo de ensino dos docentes abre uma série de temáticas e evidencia a necessidade de os docentes conhecerem os fatores que influenciam na configuração de um ensino eficaz. Além disso, a identificação dos estilos de ensino dos docentes exige a necessidade de contar com instrumentos adequados para sua avaliação que considerem os aspectos não só didáticos, mas também pedagógicos que configuram esses estilos. Este trabalho busca conhecer quais são as formas típicas de ensino dos professores universitários de diferentes disciplinas de ensino. Os estilos de ensino foram avaliados por meio do Questionário sobre a Orientação Docente do Professor Universitário (Feixas, 2006). Trabalhou-se com uma amostra de 188 docentes de universidades particulares do sistema educativo argentino. Quanto aos estilos adotados pelos professores, não foram observadas, do ponto de vista descritivo, diferenças nos cursos analisados. Nas diferentes áreas do conhecimento, encontraram-se professores que adotam tanto o estilo centrado no docente quanto o estilo centrado no estudante.

The rapid changes produced in the educational contexts of higher education have generated a greater complexity of the teaching work of the university faculty. Under these new contexts, education must face a new challenge: specialized training in higher education. As a consequence, in order to provide a relevant training, the detection of the key aspects required in this unique training, according to the particular characteristics of each discipline, the responsible teachers and even the organizational culture to which they belong, is necessary. The term teaching styles refers to the specific, characteristic and unique ways of educating, configured by the teacher's personality, their own ways of doing and the means that enable to reach certain achievements. To investigate the teaching styles of teachers in the university require having adequate tools to study the various aspects related to higher education such as personal characteristics, concerns and ideas about teaching, methodological dynamics and teacher assessment in an specific subject. The objective of this paper was to assess validity and reliability of the Questionnaire on the Teaching Orientation of the University Professor (CODPU) of Feixas (2006) when the style adopted by the teacher is considered. This instrument is composed by 36 items on different aspects of university teaching and it seeks to understand the teaching styles, i.e.: guidance or focus (concerns, ideas about teaching, methodological dynamics and evaluation) of the university professor. The questionnaire was applied to a sample of 238 teachers of private universities. In order to assess the reliability, the Cronbach alpha was applied. In order to study the construct validity, a factorial analysis was conducted. The results show that there is a two-dimensional structure, with a Factor 1 including items that evaluate teacher orientation focused on the student, and a Factor 2 including items that evaluate the orientation focused on the teacher. In this regard, the theory holds that each factor refers to the teaching concepts and strategies and teacher characteristics and concerns, according if it is student-oriented learning, or the teacher and his teaching (Feixas, 2002, Trigwell & Prosser, 2004). Regarding the reliability, an index of .81 was obtained, strongly supporting the internal consistency of the instrument. In considering the reliability of each factor the following results were obtained: for Factor 1 a Cronbach alpha of .81 and for Factor 2, an alpha of .76. The self-report shows, as a whole, an acceptable level of reliability. Similarly the coefficients obtained for both factorsmeet the conditions of reliability. These data allow us to develop an opinion of value of the instrument in the light of a specific purpose, as in this case to identify the characteristic teaching styles in college. Although additional psychometric studies are required, the results indicate that CODPU is an instrument initially valid and reliable for the use in our context. The knowledge of these psychometric properties is essential for the use of the instrument and the data obtained with it are significant. To assess the attitudes and predict the ability for change and to establish appropriate techniques for valid and reliable measurements are needed primarily. Also, among the most valued aspects of educational practices that promote effective learning, some studies point: concern for students, quality of educational relationships (Giles, Ryan Belliveau, De Freitas, & Casey, 2006) and attention to the particular needs of students (Mendes, 2003). From the identification of learning styles, we can generate changes in those approaches that promote effective teaching.

Los acelerados cambios producidos en los contextos educativos de la enseñanza superior han generado mayor complejidad en el trabajo del profesorado universitario. Estos nuevos contextos nos enfrentan a un nuevo desafío: la formación especializada en la educación superior. Ahora bien, para brindar una capacitación pertinente se requiere detectar los aspectos neurálgicos que exigen una singular formación, conforme a las características particulares de cada disciplina, de los profesores que la dictan e incluso la cultura institucional a la cual pertenecen. El objetivo de este trabajo fue evaluar la validezy fiabilidad del Cuestionario sobre la Orientación Docente del Profesor Universitario (CODPU) de Feixas (2006) a la hora de considerar el estilo adoptado por el profesor universitario. Dicho instrumento está compuesto por 36 ítemes referidos a aspectos de la docencia universitaria y pretende conocer los estilos de enseñanza, esto es: la orientación o el enfoque docente (preocupaciones, concepciones sobre la docencia, dinámica metodológica y evaluación) del profesor universitario. El cuestionario fue administrado a una muestra de 238 docentes de universidades de gestión privada. Para evaluar la fiabilidad, se aplicó el alpha de Cronbach y se realizó un análisis factorial para estudiar la validez de constructo. Los resultados indican la existencia de una estructura bidimensional: el factor 1 está compuesto por ítemes que evalúan la orientación docente centrada en el estudiante y el factor 2, por ítemes que evalúan la orientación centrada en el docente. Respecto a la fiabilidad se obtuvo un índice de fiabilidad de .81 proporcionando un fuerte apoyo a la consistencia interna del instrumento.