Browsing by Author "Clavijo Castillo, Ruth Germania"

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Aceptación, rechazo y control parental asociados a características sociodemográficas de padres en Cuenca, Ecuador.
(2018) Conforme Zambrano, Elsa Gardenia; Palacios Madero, María Dolores; Villavicencio Alvarado, Luis Fernando; Arpi Peñaloza, Nube del Rocío; Clavijo Castillo, Ruth Germania; Mora Oleas, Janeth Catalina
This descriptive and correlational study has a quantitative approach. This research is based on the need to identify the acceptance dimension -parental rejection for the positive exercise of paternity. The objective of this research was to determine how the dimensions of affection, rejection, and parental control relate to family typologies, age, gender and level of education of parents. The Rohner Parent Parq/Control survey was applied to 569 parents, whose children attend public and private schools of Cuenca,from first to seventh grade, and the Rohner & Khaleque Parent Parq/Control questionnaire (2005) was applied. In the statistical analysis, in addition to descriptive values, nonparametric statistical tests were used. The results indicated that parents fromCuenca to frequently display affection and control, and barely express indifference, aggression and rejection. Also, it was found that affection and indifference do not depend on gender, age or level of education of parents. In addition, the study revealed that aggression, rejection and control are more common in parents who are under 36 years old. Parents that only attended primary school tend to express more control than the rest. Furthermore, affection is mostly displayed in nuclear families, whereas aggression, indifference, rejection and control are present in all the studied families. In conclusion, regardless of sociodemographic factors, most parents manifest acceptance, affection and control towards their children
Aceptación, rechazo y control parental percibido por escolares de una escuela del cantón San Fernando, Azuay
(2018) Velásquez Criollo, Valeria Viviana; Clavijo Castillo, Ruth Germania
The aim of this research is to determine the expressions of acceptance, rejection and parental control perceived by children between 9 - 11 years old. The study has a quantitative, descriptive and transversal design approach. The participants were 89 students between men and women of the sixth and seventh years of General Basic Education (EGB), in San Fernando city. Two sociodemographic files were used to characterize the profile of parents and children, including informed consent and the questionnaire "Child-Parq / Control: Mother / Father of Rohner" (2016 adaptation in the city of Cuenca). The Child-Parq / Control questionnaire was used to evaluate the perception of the level of acceptance, rejection and control of their parents, caregivers or attachment figures. The results show that there were similarities between the levels of acceptance, rejection and control of the father and mother figure in both boys and girls, indicating that they are perceived as highly rejected, do not feel accepted, and the control exercised by their figures of Attachment is very low. In addition, the results of correlation found a significant relationship between parental acceptance and maternal indifference, paternal indifference and maternal aggression, paternal aggression and maternal indifference, paternal rejection and maternal aggression.
Aceptación-rechazo de padres y madres cuencanos relacionados a las características personales de los hijos entre 5 y 12 años
(Editor Universidad de Cuenca, 2017) Clavijo Castillo, Ruth Germania; Palacios Madero, María Dolores; Mora Oleas, Janeth Catalina; Villavicencio Alvarado, Luis Fernando; Arpi Peñaloza, Nube del Rocío; Conforme Zambrano, Elsa Gardenia; Clavijo Castillo, Ruth Germania
Parental acceptance-rejection, a dimension linked to child personality traits, is a construct studied both in the Interpersonal Acceptance-Rejection Theory (IPARTheory) developed by Rohner, and in the Model of Joint Construction. IPARTheory states that socialization is predicated on the child’s sense of acceptance-rejection emanating from the parents or other attachment figures. The Model of Joint Construction shows that parent-child relationships are bidirectional and that parenting behaviors are non-linear. A total of 569 parents, whose children attend public and private schools in Cuenca, from first to seventh grade, participated in this study. For the statistical analysis, age, sex, birth order, and behavior of their children were analyzed in order to assess their relation to the dimensions of affection, rejection and parental control. Overall, the results indicated that parents tend to see themselves as affectionate and highly controlling. Parental aggressiveness is more common towards male children (m=8.77) compared to female children (m=8.36). On the other hand, parental control is more common towards female children (m=16.0) compared to male children (m=15.4). With regards to birth order, the findings revealed that there tends to be less affection and more indifference shown towards the middle child. Furthermore, age in and of itself did not seem to substantially influence the dynamics of affection, rejection and parental control.
Actitudes de los pares frente a la inclusión de compañeros con discapacidad en el aula
(2016) Ñauta Ñauta, María Elena; Ochoa Chalco, Olga Karina; Clavijo Castillo, Ruth Germania
This research work titled "Attitudes of pairs against the inclusion of peers with disabilities in the classroom" the main objective is to describe the attitudes of students towards regular inclusion of peers with disabilities in the classroom and the differences between men and women. A quantitative approach with descriptive level was used in this research, which involved 107 students of sixth and seventh basic general education. The survey technique was used. The instrument applied was: “Chedoke-McMaster Attitudes Towards Children with Handicaps (CATCH) scale", scale developed to measure attitudes of children toward their peers with disabilities. For the processing of information, the SPSS (version 20) program was used. The global analysis of the scale and the three dimensions: affect, behavior and cognition that composed the scale was performed. The results show no significant differences between men and women and that the peers have rather indifferent attitudes toward peers with disabilities, with a slight tendency towards positive attitudes.
Actitudes docentes hacia la educación inclusiva en Cuenca
(2016) Clavijo Castillo, Ruth Germania; López Calle, Claudio Hernán; Cedillo Quizhpe, Isabel Cristina; Mora Oleas, Janeth Catalina; Ortiz Ochoa, William Alfredo
La Ansiedad manifiesta y su incidencia en el rendimiento escolar
(2002) Arízaga Calva, Luzdary; Clavijo Castillo, Ruth Germania; Muñoz Pauta, Marco Antonio
Ansiedad por la imagen corporal en estudiantes de la Carrera de Psicología de la Facultad de Psicología de la Universidad de Cuenca, período 2020- 2021
(Universidad de Cuenca, 2021-09-17) Heredia Gutiérrez, Wenddy Gabriela; Peralta Peralta, David Josue; Clavijo Castillo, Ruth Germania
Body image is part of society and has changed over time; It involves elements such as personality, self-esteem, self-concept and, if threatened in any way, it could lead to different disorders, including eating disorders or anxiety, which involve consequences at a physical, cognitive, emotional and behavioral level. The general objective of this research is to describe the degree of trait and state anxiety according to the body image of the students of the Psychology career in the period 2020-2021; as well as describe and determine the degrees of anxiety according to the trait and state scales, taking into account the weight factor and the non-weight factor. This study has a quantitative, cross-sectional approach, descriptive in scope and with a type of non-experimental design. We worked with a population of 198 students belonging to the career of Psychology of the Faculty of Psychology of the University of Cuenca. The instruments used were a sociodemographic record and the Body Image Anxiety Scale. Among the results, it was found that there is a greater representation by the female sex between 18-20, who have high levels of trait and state anxiety, in turn, those who do not exercise or diet reflect these values; In relation to the items corresponding to the parts of the body in comparison with men, regarding anxiety status, weight factor, the item scored highest by both sexes was the abdomen and in non-weight factor were the wrists
Autoconcepto en estudiantes con discapacidad física en proceso de inclusión
(2015) Parra Abad, Carolina Alejandra; Cáseres Quizhpe, Juan Marcelo; Clavijo Castillo, Ruth Germania
The contemporary world has assumed inclusion of people with disability as a rights affair and not as a privilege for some people; a condition that has been given from paternalism. However, to implement this principle of inclusiveness with rights approach goes beyond a technical choice. Getting people with disabilities achieve maximum development, regarded in their potential and not typecast in their deficit is, above all, a cultural change and attitudinal. Based on what has been stated, this present study began with an analysis of self-concept in students with physical disabilities who are in the process of inclusive education; our objective was to analyze the self-concept of students with physical disabilities in the process of inclusion. The sample consisted of 32 students with physical disabilities, between 10 and 19 years. The study used a descriptive and selective methodology, managing the scale of self-concept AF5. The scale results show that 10 students, 6 men and 4 women, have a "normal" self-concept, while 15 male students have a low self-concept in the "emotional" area and 7 women have a low self-concept in the "family" area.
Concepciones de docentes y gestores sobre las políticas, culturas y prácticas inclusivas en la Universidad de Cuenca
(2022) Clavijo Castillo, Ruth Germania
Inclusion in the Ecuadorian university is a right that is covered in the standards that regulate Higher Education. Draw from this study it is understood that it should be one of the basic pillars to create a democratic, fair and supportive university with everyone. This article is aimed at analyzing the main opinions presented by the coordinating teachers of the faculties and managers of the University Students Wellness Department, in relation to the process of attention to the student body diversity, considering the policies, practices and inclusive cultures of the Cuenca University. The methodology used is qualitative; it was applied a semi-structured interview, this to allow obtaining information of the faculty organization around the dimensions of the Index for inclusion. For the participants in this study, the authorities, administrators, student wellness' managers and teachers are the main responsible for guaranteeing the right of education for all. Between the main barriers that hinder inclusive education at the university level from the point of view of professionals consulted, it constitutes little information on inclusive processes and practices, ignorance of inclusive policies and, especially, the lack of teacher training in care diversity; situations that block generations of an inclusive superior culture
Conocimientos de los docentes en relación a la educación inclusiva
(2014) Calle Merchán, María Isabel; Patiño Juela, Nancy Catalina; Clavijo Castillo, Ruth Germania
Equal rights and opportunities for all people has become an ideal society, this trend called Inclusion is gaining ground in all fields and in education is no exception; in this research paper entitled: "Knowledge of teachers regarding inclusive education" held in the city of Cuenca, Ecuador, I intended to investigate the handling with the basic general education teachers have regarding this issue. This study is a descriptive research quantitative, and is intended to determine the knowledge that teachers possess on Inclusive Education related to the legal framework, terminology, curricular adaptations, methodological strategies, among others, as basic requirements to carry practice. To fulfill this purpose the technique of the survey with a questionnaire aimed at structured base ten teachers selected for public schools in the effect was used. The information gathered to suggest that the investigated teachers have little knowledge about inclusive education, preventing its implementation in schools and in the classroom, a result also confirmed the need for training in the field, since 90% of respondents expressed their desire to participate in training courses and workshops.
Creencias parentales sobre la crianza de los hijos: características de padres e hijos, aceptación -rechazo y control parental en Cuenca, Ecuador
(2017) Clavijo Castillo, Ruth Germania; Villavicencio Alvarado, Luis Fernando; Mora, Catalina; Palacios Madero, María Dolores; Arpi Peñaloza, Nube del Rocío; Conforme Zambrano, Elsa Gardenia
In the socialization of children, families are likely to be influenced by the society and also by previous generations. Parents apply relational strategies in a dynamic and circular way in order to raise their children. The objective of this study is to determine the beliefs of parents regarding their own parental characteristics, the behavior of their children during their upbringing and their relation to acceptance, rejection and parental control. The participants - a total of 569 parents - were selected from 20 private and public schools located in Cuenca-Ecuador, where their children currently attend. The study responds to a quantitative approach at the descriptive-correlational level. For this study, The Rohner Parent Parq/Control 2005 survey and 12 criteria items on the beliefs of parents about child-rearing, were applied. The results indicate that there is hardly any relation between the criteria items concerning the beliefs of parents about the characteristics of their children, and affection and rejection. However, parents from Cuenca perceive themselves as affectionate. Regarding the characteristics of parents, significant differences in their responses were found: during childhood, the participating fathers perceived more affection from their parents than the participating mothers did. In addition, fathers - more than mothers do - believe that there should be more control over their daughters than over their sons. Lastly, in most cases, fathers are the ones who create the rules in the house and believe that children must obey them.
Desigualdades educativas y brecha digital en Ecuador en tiempos de COVID-19
(Universidad Nacional del Rosario (Argentina), 2022) López Calle, Claudio Hernán; Cedillo Quizhpe, Isabel Cristina; Clavijo Castillo, Ruth Germania; Pesántez Palacios, María Dolores; Ullauri Ullauri, Jaime Ivan
Dinámica familiar y niveles de satisfacción en adolescentes tardíos
(2018) León Lozada, Patricia Maribel; Morocho Pintado, Sergio Hernan; Clavijo Castillo, Ruth Germania
Family structure has been modified over the years and it has become the subject of study in modern psychology; either because of its complexity or because of its main influence at a social, emotional and psychological level, mainly on adolescence, due to the fact that in that particular stage, family plays an important role in the development of an individual’s identity. Therefore, the research on “Family dynamics and satisfaction levels in late adolescents” was proposed and executed in the city of Cuenca-Ecuador. Its main objective was to determine the influence that family dynamics have on the satisfaction levels of late adolescents. The study was carried out with a sample made up of 138 adolescents, between the ages of 16 and 20. The Family Satisfaction by Adjectives Scale (FSAS) and the Family Functioning Perception Test (FF-SIL) were used as instruments for this research. Based on the results, it was found that adolescents are at a medium level, both in satisfaction and in family dynamics. It was also revealed that moderately functional families are predominant, followed by single-parent families in which the average and low satisfaction levels prevail.
Estilos de aprendizaje en adultos de educación continua
(2017) Vera Zambrano, Eliana Raquel; Clavijo Castillo, Ruth Germania
This descriptive and quantitative research study describes all learning styles of Continue Education Students found in early and middle adulthood phase in relation to two Sociodemographic variables (age and sex), and its prevalence in the professional area. One hundred fifteen (115) people from a floating population participated in this study; 46,1% women (n=53), 52.2% men (n=60) and the 1,7% unidentified gender (n=2), ages 20-58 years old that belonged to 7 professional groups: Public Purchases, Tax Audit, Management Tool, Foreign Trade Management, Human Security, Expert in Human Talent Management, University Teaching Pedagogy. For data collection the Learning Styles of Honey and Alonso (CHAEA Spanish Version) questionnaire was applied and for data analysis the SPSS23 program. Results show that the theoretical style is of highest preference in the entire group, and the active, reflexive and pragmatic styles are of moderate acceptance.
Estilos de crianza en familias migrantes
(2015) Carrión Armijos, Florci Manuela; Clavijo Castillo, Ruth Germania
The present research, describe parenting styles from the type of Baumrind (1967,1971) migrant families, It is attempted to characterize them according to the Structural Perspective Minuchin (1982), by knowing the ways of parenting adopted can raise a psycho - educative level strategies to improve the quality of life of the children. It was applied the approach qualitative - quantitative by the questionnaire "study socio educative of habits and tendencies of behavior in families with children in infant education" by Susana Torio (2008) and adapted by the project "Family Education Style in the City of Cuenca" at the University of Cuenca, 32 families which belong to two public schools: “Manuel Ramón Balarezo” and “Francisco Eugenio Tamariz” of the parish Nulti of the canton Cuenca, and semi-structured interview to 13 families, 11 of the Central School and 2 Nulti School Chaullabamba to know its structure. The instrument allowed to obtain the following results: 39% have an authoritarian style, 32%, a democratic style, 6% indicates a permissive rearing style and 23% undefined style.
Estrategias metodológicas para adolescentes con necesidades educativas especiales en el área social
(2013) Bustos Durán, Andrea Patricia; Lala Nacipucha, Glenda Verónica; Clavijo Castillo, Ruth Germania
The Educational Inclusion certifies the dealing with diversity, for warmth and quality education for all, with the hope that all as exercise their rights and live a life with dignity, equal opportunities, applying the necessary and relevant resources that lead to success inclusion of all teenagers with various disabilities. It starts with the recognition of concepts that will guide and support the processes of inclusion focus as factors that arouse respect for diversity and recognize the constitutional rights that must be met for persons with disabilities. Curricular Adaptations are adjustments or modifications made to the basic elements of the curriculum, and the access elements, these modifications are realized at different levels as institutional curricular project, group and individually. Curricular adaptations are the educational strategies to facilitate the teaching-learning process in students with disabilities, based on more or less extensive modifications made over the regular curriculum, is a response to individual diversity regardless of the origin of these differences: personal history, educational background, motivation and interests, pace and learning style.
Evaluación de la aplicación del índice de inclusión en la Facultad de Psicología de la Universidad de Cuenca, Ecuador
(2020) Clavijo Castillo, Ruth Germania; Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
The recognition of the right to access, reside and complete higher education without any type of discrimination, represents a move towards a model of sustainable and inclusive education. Inclusive education refers to the process of reducing the barriers that limit the presence and participation of students, trying to eliminate all kinds of ways that lead to exclusion. Universities, although diverse in their priorities, need to move towards an education model based on the principles of inclusive education. The purpose of this study consisted in identifying the perception of teachers and students about cultures, policies, and inclusive practices of the Faculty of Psychology, of the University of Cuenca in Ecuador. For this matter, a sample consisting of 241 students and 44 teachers was used. The perception of docents and students regarding inclusive education was collected using the guide Index for Inclusion and the data were processed by descriptive and inferential non-parametric statistics. The results revealed that both, students and teachers, agree on the three evaluated dimensions. It was found that the dimension to create inclusive cultures is the highest valued, followed by the dimension to develop inclusive practices, and finally, the least valued was the dimension to elaborate on inclusive policies. Moreover, it is important to point out that on average 8.4% of the items of the Index of Inclusion presented unusual values due to lack of information, which gives rise to the proposal of conducting a validity study of the construct of the Index for Inclusion.
Evaluación de las inteligencias múltiples en niños de 5 a 6 años escolarizados
(2017) Iñiguez Orellana, Andrea Melissa; Marín Guzmán, Ingrid Jocasta; Clavijo Castillo, Ruth Germania
This investigation is Qualitative-quantitative, of transversal and descriptive type; we used many situations with a single unite of analysis. We worked with a population of 85 students, which belong to 1st grades, General Basic Education in the morning and evening schedule. We used two types of evaluation instruments: “Inventario para maestro” from Prieto and Ballester (2003) (ctd. In Luis Carpio, 2014) and Multiple Intelligences Test from Howard Gardner adapted from Celso Antunes (2002). The main objective of our investigation was the multiple intelligences evaluation and to find which intelligence is the most developed in schooled kids, that are between 5 to 6 years old, inside the leaning process such as the General Basic Education obligatory Curriculum 2016 from The Education Ministry does. In final terms, we found Mathematical logician intelligence, is the dominant, with 72.8%, and the lowest with 59.7%. These results are based on tests with direct application on the kids. On another hand, we have the teacher´s perception, which the dominant percentage is 83.6% in Visual space intelligence and the lowest with 75.0% in Mathematical logician intelligence. These teacher´s grades, represents the highest percentage in all the intelligences including: The musical intelligence, with a 99.8% and repeatedly, the lowest one is the Mathematical logician intelligence. These final results explain that there’s no agreement between the interests of the child, the perceptions and qualifications of the teacher.
Expresiones de aceptación-rechazo parental hacia hijos con síndrome de Down
(2016) Mora Oleas, Janeth Catalina
The Parental Acceptance-Rejection Theory (PARTheory) is a evidence-based theory which tries to predict and explain the main causes, consequences and correlations of parental acceptance and rejection throughout the life cycle. This research was focused on the identification of different kinds of families with children affected by Down Syndrome (DS), describe the frequency of parental acceptance-rejection manifestations towards them and determine how do the characteristics of these children are related to such expressions.
Formación docente para atender la diversidad
(2014) Alvarez López, Ruth Lorena; Vázquez Navarro, Sonia Elizabeth; Clavijo Castillo, Ruth Germania
Thisresearch workentitled "Teacher training to addressdiversity,"aimed toascertaintheknowledge held byteachers inpublic schoolsof the city ofCuenca, Ecuadortoaddress the diversityof studentsand proposea block ofvalidfor the preparationof teachersteaching content. This researchcorresponds to aquantitativeand qualitativestudy ofmixed type,was metby collectinginformation fromdifferent literatureto form thetheoretical referencesources.Whilestudyingforthesurvey was administered to95teachers from12educational institutions, using the survey techniqueandwas usedas a tooltostructuredquestionnairewithbasicquestions. After thecorrespondingtabulation andanalysis of data, it was noted that mostofthe teachers surveyedhavenot participated incoursesfor diversityand inclusionof students inthe classroom, althoughconsider thatall learnersshould bein schools, teachers say theyare not prepared tomeet your individual needs, asknownregardingthe characteristics thathavestudentswith special educational needs, curriculum adaptationsandlearning assessment, inter alia that limittheir actionswithin theclassroom. For allscoredand based onthe information collectedthrough the implementation ofthe survey,teacherstrainingonattention to diversityis warranted.