| Autor: |
Cobos-Sanchiz D; Department of Education and Social Psychology, Universidad Pablo de Olavide, 41013 Seville, Spain., Perea-Rodriguez MJ; Department Lifelong and Adult Education, Universidad Popular Dos Hermanas, 41700 Seville, Spain., Morón-Marchena JA; Department of Education and Social Psychology, Universidad Pablo de Olavide, 41013 Seville, Spain., Muñoz-Díaz MC; Department of Education and Social Psychology, Universidad Pablo de Olavide, 41013 Seville, Spain. |
| Jazyk: |
angličtina |
| Zdroj: |
International journal of environmental research and public health [Int J Environ Res Public Health] 2022 Jan 11; Vol. 19 (2). Date of Electronic Publication: 2022 Jan 11. |
| DOI: |
10.3390/ijerph19020778 |
| Abstrakt: |
Positive education is seen as a transformative methodological approach capable of improving the act of teaching and learning and, above all, essential for the development of students' personal skills and competences. However, few studies have been carried out on this topic in the field of adult and continuing education; instead, they have been published mainly in the field of formal education and at school age. This study works with a sample of 399 people over 16 years of age and students of the Universidad Popular de Dos Hermanas in order to show the relationship between the Pygmalion effect and learned helplessness in the process of acquiring knowledge in adulthood. In this way, three tools were used: one questionnaire that showed the teachers' perceptions of the students' qualities and behaviour and two that provided information on self-concept, self-esteem, personal and social skills and other variables directly related to emotional intelligence and positive education. It shows how exposure to negative operational constraints hinders the psychosocial and socio-educational development of learners in all possible ways, while, on the other hand, it indicates the importance of positive education to compensate for this phenomenon by enhancing the development and growth of those who study and participate in non-formal education through positive reinforcement. Likewise, the factorial interrelation of both positive and negative conditioning factors and their incidence on learning is shown; the importance of neutralising the negative components and strengthening the positive reinforcement and the role played by the community and education professionals as catalysts and behavioural modulators at any stage of learning and age group for the achievement of the objectives of the student and of education itself in a broad sense. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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