Palabras clave
Convivencia escolar
Entorno educativo
Proyecto de vida
Entorno educativo
Proyecto de vida
Cómo citar
Arias Plazas, A. (2021). Convivencia escolar, escenario para la transformación del proyecto de vida. Conocimiento Global, 6(1), 469-484. https://doi.org/10.70165/cglobal.v6i1.551
Resumen
La convivencia escolar es significativa para el proyecto de vida en entornos escolares, su papel fundamental radica en permitir que los estudiantes logren consolidar sus aspiraciones y metas. Sin embargo, la experiencia escolar puede verse afectada por situaciones controvertidas que inciden directamente en el desarrollo de dicho proyecto. Esta investigación se propone esclarecer la relación de estos constructos, centrándose en un detallado análisis documental. La revisión bibliográfica revela que las relaciones positivas entre los diversos actores del proceso educativo desempeñan un papel crucial en el fomento del desarrollo del proyecto de vida de los educandos. En consecuencia, se concluye que resulta necesario implementar estrategias pedagógicas específicas destinadas a fortalecer la convivencia escolar. Dichas estrategias no solo contribuirían a mejorar el ambiente educativo, sino que también proporcionarían canales adecuados para el logro de los objetivos y metas individuales que conforman el proyecto de vida de cada estudiante. Por ello es necesario abordar la convivencia escolar desde una perspectiva pedagógica, destacando su influencia directa en el desarrollo integral de los estudiantes y su capacidad para alcanzar sus metas escolares y personales.
Citas
Adascalitei, C., & Moldova, U. (2019). The Relationship between Vocational Identity and Educational Adaptation at High School Students. Moldavian Journal for Education and Social Psychology. https://doi.org/10.18662/MJESP/09
Ahmadi, S., Hassani, M., and Ahmadi, F. (2020). Student- and school-level factors related to school belongingness among high school students. International Journal of Adolescence and Youth, 25, 741 - 752. https://doi.org/10.1080/02673843.2020.1730200
Ariza, M., Bonilla, N., León, J. y Vaca, P. (2017). Convivencia escolar y cotidianidad: una mirada desde la inteligencia emocional., 11, 24-47. https://doi.org/10.18359/REDS.2649
Aspers, P., y Corte, U. (2019). What is Qualitative in Qualitative Research. Qualitative Sociology, 42, 139 - 160. https://doi.org/10.1007/s11133-019-9413-7
Bergmark, U., and Westman, S. (2018). Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession. Higher Education Research & Development, 37, 1352 - 1365. https://doi.org/10.1080/07294360.2018.1484708
Cerda, G., Pérez, C., Elipe, P., Casas, J., & Rey, R. (2020). School Coexistence and Its Relationship with Academic Performance Among Primary Education Students. Revista de Psicodidáctica (English ed.). https://doi.org/10.1016/J.PSICOE.2018.06.001
Chacón-Cuberos, R., Martínez-Martínez, A., García-Garnica, M., Pistón-Rodríguez, and M.D., Expósito-López, J. (2019). The relationship between emotional regulation and school burnout: Structural equation model according to dedication to tutoring, International Journal of Environmental Research and Public Health, 16 (23), 1-14. https://www.mdpi.com/1660-4601/16/23/4703/pdf
Collie, R., Martin, A., Papworth, B., and Ginns, P. (2016). Students' interpersonal relationships, personal best (PB) goals, and academic engagement. Learning and Individual Differences, 45, 65-76. https://doi.org/10.1016/J.LINDIF.2015.12.002
Cornejo Villegas, M.E. (2015). Elaboración de proyecto de vida basado en valores en estudiantes del colegio. Revista de Investigacion Psicologica, (13), 26-43.
http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S222330322015000100004&lng=es&tlng=es
D'Ailly, H., & Blokhuis, J. (2018). Book review: Richard M. Ryan and Edward L. Deci, Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Theory and Research in Education, 16, 378 - 381. https://doi.org/10.1177/1477878518807841
Dunbar, R., Dingel, M., Dame, L., Winchip, J., and Petzold, A. (2018). Student social self-efficacy, leadership status, and academic performance in collaborative learning environments. Studies in Higher Education, 43, 1507 - 1523. https://doi.org/10.1080/03075079.2016.1265496
Dukynaitė, R., and Dudaitė, J. (2017). Influence of School Factors on Students’ Sense of School Belonging. New Educational Review, 47, 39-52. https://doi.org/10.15804/TNER.2017.47.1.03
Gbollie, C., and Gong, S. (2018). Enhancing Pre-K-12 Student Learning Outcomes: The Need for Synergies of Policy-Makers, School Administrators and Parents. Educational Research Review, 13, 270-280. https://doi.org/10.5897/ERR2018.3497
González, M., Pérez, V., Vega, M., y Gómez, M. (2020). Problemas de convivencia escolar desde la mirada del alumnado de educación secundaria. Estudios pedagógicos (Valdivia). https://doi.org/10.4067/S0718-07052020000200341
Gualtero Pinzón, M. (2019). Importancia del proyecto de vida, como eje motivacional para el
ingreso a estudios superiores, en los estudiantes de los grados 10° y 11°, de la institución educativa técnica la Chamba, del Guamo - Tolima. [Tesis de Maesytría. Universidad deL Tolima. Colombia]. https://repository.ut.edu.co/server/api/core/bitstreams/826197cd-44e2-4dce-bb36-fbaccc7dd4c0/content
Guo, J., Marsh, H.W., Morin, A.J.S., Parker, P.D. and Kaur, G. (2015). Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment: A Longitudinal Study.American Educational Research Journal, 52 (2), 371-402. https://journals.sagepub.com/home/AER
Hernández, D. (2000). Proyecto de vida como categoría básica de interpretación de la identidad individual y social. Revista cubana de psicología. 17(3), 270-275. http://pepsic.bvsalud.org/pdf/rcp/v17n3/08.pdf
Herrenkohl, T., Jones, T., Lea, C., and Malorni, A. (2019). Leading with data: Using an impact-driven research consortium model for the advancement of social emotional learning in schools. The American journal of orthopsychiatry. https://doi.org/10.1037/ort0000435
Hoare, C. (2009). Identity and Spiritual Development in the Papers of Erik Erikson. Identity, 9, 183 - 200. https://doi.org/10.1080/15283480903344497
Koen, J., Klehe, U., & Vianen, A. (2012). Training career adaptability to facilitate a successful school-to-work transition. Journal of Vocational Behavior, 81, 395-408. https://doi.org/10.1016/J.JVB.2012.10.003
Lachter, L., & Ruland, J. (2018). Enhancing leadership and relationships by implementing a peer mentoring program. Australian Occupational Therapy Journal, 65, 276–284. https://doi.org/10.1111/1440-1630.12471
Lebete, K, Valencia, F. & Álvarez, L, (2018). El sentido y significado del proyecto de vida en el PEI de la Institución Educativa República de Uruguay. [Trabajo de Grado Especialización. Universidad de San Buenaventura.Colombia] https://bibliotecadigital.usb.edu.co/server/api/core/bitstreams/447a7bf4-e7bd-455b-aea9-be65832a8ebf/content
Martinez, A., Coker, C., McMahon, S., Cohen, J., & Thapa, A. (2016). Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate. The Educational and Developmental Psychologist, 33, 70 - 84. https://doi.org/10.1017/EDP.2016.7.
Maturana, H. (2001). Emociones y lenguaje en educación y política. Dolmen.
Mau, W., & Bikos, L. (2000). Educational and Vocational Aspirations of Minority and Female Students: A Longitudinal Study.. Journal of Counseling and Development, 78, 186-194. https://doi.org/10.1002/J.1556-6676.2000.TB02577.X
Mertz, C. (2006). La prevención de la violencia en las escuelas. Programa Paz Educa. [Archivo PDF].https://biblioteca.cejamericas.org/bitstream/handle/2015/4036/violenciaescolar11.pdf?sequence=1&isAllowed=y
Meyer, K. (2016). Students' Perceptions of Life Skill Development in Project-Based Learning Schools. Journal of Electronic Imaging, 2, 91-114. https://doi.org/10.5296/JEI.V2I1.8933.
Muenks, K., Wigfield, A., and Eccles, J.S.(2018). I can do this! The development and calibration of children's expectations for success and competence beliefs. Developmental Review, 48, 24-39. http://www.elsevier.com/wps/find/journaldescription.cws_home/622817/description#description
Muhina, T., Aboimova, I., Kulagina, A., Trophimov, V., & Chigarov, E. (2016). Development of Emotional Intelligence of Students as a Condition of Successful Adaptation to Training. Journal on Mathematics Education, 11, 3463-3467
Nauta, M., & Kokaly, M. (2001). Assessing Role Model Influences on Students' Academic and Vocational Decisions. Journal of Career Assessment, 9, 81 - 99. https://doi.org/10.1177/106907270100900106
Nguyen, T. (2017). Developing Important Life Skills through Project-Based Learning: A Case Study. The Normal Lights. https://doi.org/10.56278/tnl.v11i2.529
O’Hare, A., Powell, R.B., Stern, M.J., and Bowers, E.P.(2020).Influence of educator’s emotional support behaviors on environmental education student outcomes. Environmental Education Research, 26 (11),1556-1577. http://www.tandfonline.com/toc/ceer20/current
Ovidio, A. (2006). Proyecto de vida y desarrollo integral humano. Revista Internacional Crecemos, 1, 1-31. https://biblioteca.clacso.edu.ar/Cuba/cips/20150429033758/07D050.pdf
Page, J. (2015). The legacy of John Bowlby’s Attachment Theory. , 104-114. https://doi.org/10.4324/9781315678979.ch9
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., Jonsson, A., and Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. https://doi.org/10.1016/J.EDUREV.2017.08.004
Pardo, I. (2005). Jóvenes construyendo su proyecto de vida. Bogotá: Cooperativa Editorial Magisterio
Ratcliff, N.J., Mahoney-Nair, D., and Goldstein, J.R. (2019). The Area of Resilience to Stress Event ({ARSE}): A New Method for Quantifying the Process of Resilience. Quant. Methods Psychol, 15, 148-173
Redondo, J., et al., (2009). Juventud y enseñanza media en Chile del Bicentenario, antecedentes de la Revolución Pingüina. Imprenta Salesianos.
Rowan-Kenyon, H., Perna, L., & Swan, A. (2011). Structuring Opportunity: The Role of School Context in Shaping High School Students' Occupational Aspirations. Career Development Quarterly, 59, 330-344. https://doi.org/10.1002/J.2161-0045.2011.TB00073.X
Scherrer, V., y Preckel, F. (2019). Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies. Review of Educational Research, 89, 211 - 258. https://doi.org/10.3102/0034654318819127
Swatzell, K., y Jennings, P. (2007). Descriptive research: The nuts and bolts. Journal of the American Academy of Physician Assistants, 20, &NA; https://doi.org/10.1097/01720610-200707000-00098.
Subekti, S. (2019). La implementación del aprendizaje basado en el trabajo para el desarrollo de habilidades de empleabilidad de estudiantes de secundaria vocacional a través de la actividad de trabajo en equipo. Innovación de la Educación Tecnológica Vocacional. https://doi.org/10.17509/INVOTEC.V15I1.16058
Tight, M. (2019). Documentary Research in the Social Sciences . https://doi.org/10.4135/9781529716559.
Tintaya Condori, P., y Portugal Vargas, P. (2009). Proyecto de vida como estrategia de aprendizaje. Revista de Investigación Psicológica, (5), 13-26. http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S222330322009000100003&lng=es&tlng=es.
Tomlinson, C., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijoin, K., Conover, L. y Reynolds, T. (2003). Instrucción diferenciadora en respuesta a la preparación, el interés y el perfil de aprendizaje de los estudiantes en aulas académicamente diversas: una revisión de la literatura. Revista para la Educación de los Superdotados, 27, 119 - 145. https://doi.org/10.1177/016235320302700203
Uslu, F., & Gizir, S. (2016). School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement *. Kuram Ve Uygulamada Egitim Bilimleri, 17, 63-82. https://doi.org/10.12738/ESTP.2017.1.0104
Vélez, S., Lorenzo, M. y Garrido, J. (2017). Liderazgo: su importancia en la gestión de la convivencia escolar. Procedia - Ciencias sociales y del comportamiento, 237, 169-174. https://doi.org/10.1016/J.SBSPRO.2017.02.059
Vinasco, I. (2018). Ambientes escolares: un espacio para el reconocimiento y respeto por la diversidad. Sophia, 14, 84-93. https://doi.org/10.18634/SOPHIAJ.14V.2I.852
Yuen, M., Lee, Q., & Chung, Y. (2020). Meaning in life, connectedness, and life skills development in junior secondary school students: teachers’ perspectives in Hong Kong. Pastoral Care in Education, 39, 67 - 83. https://doi.org/10.1080/02643944.2020.1774634.
Zhaoping, J. (2012). On the Relationship Between Secondary Vocational School Students' Self-Esteem,Coping Styles and Resilience. Chinese Journal of Special Education.
Ahmadi, S., Hassani, M., and Ahmadi, F. (2020). Student- and school-level factors related to school belongingness among high school students. International Journal of Adolescence and Youth, 25, 741 - 752. https://doi.org/10.1080/02673843.2020.1730200
Ariza, M., Bonilla, N., León, J. y Vaca, P. (2017). Convivencia escolar y cotidianidad: una mirada desde la inteligencia emocional., 11, 24-47. https://doi.org/10.18359/REDS.2649
Aspers, P., y Corte, U. (2019). What is Qualitative in Qualitative Research. Qualitative Sociology, 42, 139 - 160. https://doi.org/10.1007/s11133-019-9413-7
Bergmark, U., and Westman, S. (2018). Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession. Higher Education Research & Development, 37, 1352 - 1365. https://doi.org/10.1080/07294360.2018.1484708
Cerda, G., Pérez, C., Elipe, P., Casas, J., & Rey, R. (2020). School Coexistence and Its Relationship with Academic Performance Among Primary Education Students. Revista de Psicodidáctica (English ed.). https://doi.org/10.1016/J.PSICOE.2018.06.001
Chacón-Cuberos, R., Martínez-Martínez, A., García-Garnica, M., Pistón-Rodríguez, and M.D., Expósito-López, J. (2019). The relationship between emotional regulation and school burnout: Structural equation model according to dedication to tutoring, International Journal of Environmental Research and Public Health, 16 (23), 1-14. https://www.mdpi.com/1660-4601/16/23/4703/pdf
Collie, R., Martin, A., Papworth, B., and Ginns, P. (2016). Students' interpersonal relationships, personal best (PB) goals, and academic engagement. Learning and Individual Differences, 45, 65-76. https://doi.org/10.1016/J.LINDIF.2015.12.002
Cornejo Villegas, M.E. (2015). Elaboración de proyecto de vida basado en valores en estudiantes del colegio. Revista de Investigacion Psicologica, (13), 26-43.
http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S222330322015000100004&lng=es&tlng=es
D'Ailly, H., & Blokhuis, J. (2018). Book review: Richard M. Ryan and Edward L. Deci, Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Theory and Research in Education, 16, 378 - 381. https://doi.org/10.1177/1477878518807841
Dunbar, R., Dingel, M., Dame, L., Winchip, J., and Petzold, A. (2018). Student social self-efficacy, leadership status, and academic performance in collaborative learning environments. Studies in Higher Education, 43, 1507 - 1523. https://doi.org/10.1080/03075079.2016.1265496
Dukynaitė, R., and Dudaitė, J. (2017). Influence of School Factors on Students’ Sense of School Belonging. New Educational Review, 47, 39-52. https://doi.org/10.15804/TNER.2017.47.1.03
Gbollie, C., and Gong, S. (2018). Enhancing Pre-K-12 Student Learning Outcomes: The Need for Synergies of Policy-Makers, School Administrators and Parents. Educational Research Review, 13, 270-280. https://doi.org/10.5897/ERR2018.3497
González, M., Pérez, V., Vega, M., y Gómez, M. (2020). Problemas de convivencia escolar desde la mirada del alumnado de educación secundaria. Estudios pedagógicos (Valdivia). https://doi.org/10.4067/S0718-07052020000200341
Gualtero Pinzón, M. (2019). Importancia del proyecto de vida, como eje motivacional para el
ingreso a estudios superiores, en los estudiantes de los grados 10° y 11°, de la institución educativa técnica la Chamba, del Guamo - Tolima. [Tesis de Maesytría. Universidad deL Tolima. Colombia]. https://repository.ut.edu.co/server/api/core/bitstreams/826197cd-44e2-4dce-bb36-fbaccc7dd4c0/content
Guo, J., Marsh, H.W., Morin, A.J.S., Parker, P.D. and Kaur, G. (2015). Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment: A Longitudinal Study.American Educational Research Journal, 52 (2), 371-402. https://journals.sagepub.com/home/AER
Hernández, D. (2000). Proyecto de vida como categoría básica de interpretación de la identidad individual y social. Revista cubana de psicología. 17(3), 270-275. http://pepsic.bvsalud.org/pdf/rcp/v17n3/08.pdf
Herrenkohl, T., Jones, T., Lea, C., and Malorni, A. (2019). Leading with data: Using an impact-driven research consortium model for the advancement of social emotional learning in schools. The American journal of orthopsychiatry. https://doi.org/10.1037/ort0000435
Hoare, C. (2009). Identity and Spiritual Development in the Papers of Erik Erikson. Identity, 9, 183 - 200. https://doi.org/10.1080/15283480903344497
Koen, J., Klehe, U., & Vianen, A. (2012). Training career adaptability to facilitate a successful school-to-work transition. Journal of Vocational Behavior, 81, 395-408. https://doi.org/10.1016/J.JVB.2012.10.003
Lachter, L., & Ruland, J. (2018). Enhancing leadership and relationships by implementing a peer mentoring program. Australian Occupational Therapy Journal, 65, 276–284. https://doi.org/10.1111/1440-1630.12471
Lebete, K, Valencia, F. & Álvarez, L, (2018). El sentido y significado del proyecto de vida en el PEI de la Institución Educativa República de Uruguay. [Trabajo de Grado Especialización. Universidad de San Buenaventura.Colombia] https://bibliotecadigital.usb.edu.co/server/api/core/bitstreams/447a7bf4-e7bd-455b-aea9-be65832a8ebf/content
Martinez, A., Coker, C., McMahon, S., Cohen, J., & Thapa, A. (2016). Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate. The Educational and Developmental Psychologist, 33, 70 - 84. https://doi.org/10.1017/EDP.2016.7.
Maturana, H. (2001). Emociones y lenguaje en educación y política. Dolmen.
Mau, W., & Bikos, L. (2000). Educational and Vocational Aspirations of Minority and Female Students: A Longitudinal Study.. Journal of Counseling and Development, 78, 186-194. https://doi.org/10.1002/J.1556-6676.2000.TB02577.X
Mertz, C. (2006). La prevención de la violencia en las escuelas. Programa Paz Educa. [Archivo PDF].https://biblioteca.cejamericas.org/bitstream/handle/2015/4036/violenciaescolar11.pdf?sequence=1&isAllowed=y
Meyer, K. (2016). Students' Perceptions of Life Skill Development in Project-Based Learning Schools. Journal of Electronic Imaging, 2, 91-114. https://doi.org/10.5296/JEI.V2I1.8933.
Muenks, K., Wigfield, A., and Eccles, J.S.(2018). I can do this! The development and calibration of children's expectations for success and competence beliefs. Developmental Review, 48, 24-39. http://www.elsevier.com/wps/find/journaldescription.cws_home/622817/description#description
Muhina, T., Aboimova, I., Kulagina, A., Trophimov, V., & Chigarov, E. (2016). Development of Emotional Intelligence of Students as a Condition of Successful Adaptation to Training. Journal on Mathematics Education, 11, 3463-3467
Nauta, M., & Kokaly, M. (2001). Assessing Role Model Influences on Students' Academic and Vocational Decisions. Journal of Career Assessment, 9, 81 - 99. https://doi.org/10.1177/106907270100900106
Nguyen, T. (2017). Developing Important Life Skills through Project-Based Learning: A Case Study. The Normal Lights. https://doi.org/10.56278/tnl.v11i2.529
O’Hare, A., Powell, R.B., Stern, M.J., and Bowers, E.P.(2020).Influence of educator’s emotional support behaviors on environmental education student outcomes. Environmental Education Research, 26 (11),1556-1577. http://www.tandfonline.com/toc/ceer20/current
Ovidio, A. (2006). Proyecto de vida y desarrollo integral humano. Revista Internacional Crecemos, 1, 1-31. https://biblioteca.clacso.edu.ar/Cuba/cips/20150429033758/07D050.pdf
Page, J. (2015). The legacy of John Bowlby’s Attachment Theory. , 104-114. https://doi.org/10.4324/9781315678979.ch9
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., Jonsson, A., and Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. https://doi.org/10.1016/J.EDUREV.2017.08.004
Pardo, I. (2005). Jóvenes construyendo su proyecto de vida. Bogotá: Cooperativa Editorial Magisterio
Ratcliff, N.J., Mahoney-Nair, D., and Goldstein, J.R. (2019). The Area of Resilience to Stress Event ({ARSE}): A New Method for Quantifying the Process of Resilience. Quant. Methods Psychol, 15, 148-173
Redondo, J., et al., (2009). Juventud y enseñanza media en Chile del Bicentenario, antecedentes de la Revolución Pingüina. Imprenta Salesianos.
Rowan-Kenyon, H., Perna, L., & Swan, A. (2011). Structuring Opportunity: The Role of School Context in Shaping High School Students' Occupational Aspirations. Career Development Quarterly, 59, 330-344. https://doi.org/10.1002/J.2161-0045.2011.TB00073.X
Scherrer, V., y Preckel, F. (2019). Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies. Review of Educational Research, 89, 211 - 258. https://doi.org/10.3102/0034654318819127
Swatzell, K., y Jennings, P. (2007). Descriptive research: The nuts and bolts. Journal of the American Academy of Physician Assistants, 20, &NA; https://doi.org/10.1097/01720610-200707000-00098.
Subekti, S. (2019). La implementación del aprendizaje basado en el trabajo para el desarrollo de habilidades de empleabilidad de estudiantes de secundaria vocacional a través de la actividad de trabajo en equipo. Innovación de la Educación Tecnológica Vocacional. https://doi.org/10.17509/INVOTEC.V15I1.16058
Tight, M. (2019). Documentary Research in the Social Sciences . https://doi.org/10.4135/9781529716559.
Tintaya Condori, P., y Portugal Vargas, P. (2009). Proyecto de vida como estrategia de aprendizaje. Revista de Investigación Psicológica, (5), 13-26. http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S222330322009000100003&lng=es&tlng=es.
Tomlinson, C., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijoin, K., Conover, L. y Reynolds, T. (2003). Instrucción diferenciadora en respuesta a la preparación, el interés y el perfil de aprendizaje de los estudiantes en aulas académicamente diversas: una revisión de la literatura. Revista para la Educación de los Superdotados, 27, 119 - 145. https://doi.org/10.1177/016235320302700203
Uslu, F., & Gizir, S. (2016). School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement *. Kuram Ve Uygulamada Egitim Bilimleri, 17, 63-82. https://doi.org/10.12738/ESTP.2017.1.0104
Vélez, S., Lorenzo, M. y Garrido, J. (2017). Liderazgo: su importancia en la gestión de la convivencia escolar. Procedia - Ciencias sociales y del comportamiento, 237, 169-174. https://doi.org/10.1016/J.SBSPRO.2017.02.059
Vinasco, I. (2018). Ambientes escolares: un espacio para el reconocimiento y respeto por la diversidad. Sophia, 14, 84-93. https://doi.org/10.18634/SOPHIAJ.14V.2I.852
Yuen, M., Lee, Q., & Chung, Y. (2020). Meaning in life, connectedness, and life skills development in junior secondary school students: teachers’ perspectives in Hong Kong. Pastoral Care in Education, 39, 67 - 83. https://doi.org/10.1080/02643944.2020.1774634.
Zhaoping, J. (2012). On the Relationship Between Secondary Vocational School Students' Self-Esteem,Coping Styles and Resilience. Chinese Journal of Special Education.
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