El presente es el resultado de la estandarización del Test Aptitudes Escolares TAE niveles 1 y 2, para lo cual se aplicó a 5980 estudiantes del 3ro. a 6to. De primaria y de 1ro. a 5to.de secundaria cuyas edades fluctuaron entre los 8 a 16 años, del total muestral, 2580 correspondieron a la primaria y 3400 al nivel secundario. La confiabilidad del test por el método de las mitades para el TAE 1 arrojó coeficientes de 0,90 como mínimo hasta 0,93 como máximo y para el TAE 2 de 0,89 como mínimo hasta 0,92. La validez se efectuó mediante el método concurrente correlacionando los resultados con el rendimiento académico en las asignaturas de matemática, lenguaje y rendimiento en general, asimismo, se correlacionó con el Test Factor "G" forma 2 adaptada por la doctora Nelly Ugarriza. Las normas se elaboraron por edad cronológica en la escala coeficiente intelectual y también por g...

This article reflects on a problem that is increasingly growing among students and that should be addressed as a whole by those who assume the responsibility of training the student in the field of Education. Here the procrastinator student is described as that of a person whose profile is weak as regards organization, self-discipline, and willpower. It is desired to draw attention to identify this type of student in time, providing various intervention strategies, so that they are worked mainly within the tutorial action and help them overcome their difficulties.

The present is the result of the standardization of the Test School Aptitudes T AE levels 1 and 2, for which I apply 5980 students of the 3ro. to 6 to. of primary and of lro. To 5to. of secondary whose ages fluctuated among the 8 to 16 years, of the total one muestral, 2580 they corresponds to the primary and 3400 at the secondary level. The dependability of the test by the method of the halves for the TAE 1 I throw coefficients of 0,90 ace minimum to 0,93 at most and for the TAE 2 of 0,89 ace minimum to 0,92. The validity was performed by means of the concurrent method correlating the results with the academic performance in the subjects of mathematics, language and performance in general, likewise, I am correlated with the test factor g forms 2 adapted by the grants a doctorate Nelly Ugarriza. The norms elaborated for chronology age in the intellectual scale coefficient and also by sch...

El presente es un estudio sustantivo de tipo descriptivo comparativo que busca determinar las diferencias en el Autocontrol de los alumnos de nivel secundario (varones y mujeres) con Buen y Mal comportamiento en el Colegio Champagnat de Lima. Se trabajó con una muestra de 171 sujetos de los cuales 95 son varones y 76 son mujeres. Los resultados alcanzados provienen de la aplicación del Cuestionario de Autocontrol CACIA, cuyas cualidades psicométricas han sido demostradas hallándose diferencias significativas entre los alumnos de buen y mal comportamiento en la escala general de Autocontrol. Asimismo, se encuentran diferencias significativas en todas las escalas de Autocontrol demostrándose que los alumnos de buen comportamiento muestran una alta capacidad para la auto observación de la propia conducta, el análisis de la situación antes de actuar, el manejo adecuado de sus reaccio...

En este artículo se reflexiona acerca de una problemática que cada día es más creciente entre los estudiantes y que debe ser abordada en su conjunto por los que asumen la responsabilidad de formar al estudiante en el ámbito de la Educación. Aquí se describe al estudiante procrastinador como una persona cuyo perfil es débil en lo que a organización, autodisciplina y fuerza de voluntad se refiere. Se desea llamar la atención para identificar a este tipo de estudiante a tiempo, brindándole diversas estrategias de intervención, para que sean trabajadas principalmente dentro de la acción tutorial y se le ayude a superar sus dificultades.

Currently, in the Peruvian school system, policies that effectively support students with special needs, including students with generalized Developmental Disorders, such as children and youth with Asperger Diagnosis, are not fully complied with . The Law on Persons with Disabilities, Law No. 29973, which governs public and private institutions, indicates that all educational institutions, at all levels and modalities, must reserve at least two vacancies per classroom for students with special educational needs associated with disability (mild or moderate) and the Director must request support from SAANE (Service of support and advice to the Special Educational needs) in order to guarantee the pertinent educational attention of these students, however the reality is that in the schools In general, there is no educational inclusion program, nor institutional inclusion policies, nor adequa...

Currently, in the Peruvian school system, policies that effectively support students with special needs, including students with generalized Developmental Disorders, such as children and youth with Asperger Diagnosis, are not fully complied with .

This is a technological study of an instrumental type, whose objective was to obtain initial evidences of validity of a new version of the Inventory of Coping Responses to Stress, originally developed by Arévalo in 2008. First, the redefinition of the evaluated dimensions was carried out, as well as the reformulation and reduction of the quantity of items. Content validty was established through assessment by experts. The following stages of this work were carried out on university students from the city of Chiclayo (Peru), aged 18 to 25 years. Lingüístic adaptation was assessed in a first group of 20 students. The analysis of the internal structure and reliability was carried out in 200 university students and normalization in 800 students. Aiken's V coefficient values ​​were greater than .80 for each of the items; likewise, in the item-test analysis, correlations above 0.67 were...