Department of Didactics and School Organization, Faculty of Education, Pontifical University of Salamanca (UPSA), 37002 Salamanca, Spain.
Department of Didactics and School Organization, Faculty of Education, University of Almería (UAL), 04120 Almería, Spain.
Int J Environ Res Public Health. 2020 Apr 27;17(9):3047. doi: 10.3390/ijerph17093047.
The promotion of communicative competence in students play a key role in schools for the purpose of improving social, emotional and coexistence relationships in Secondary Education students. The development of said competence can represent a great strategy to improve conflicts in the classroom, notably bullying. We used a quasi-experimental pre-test and post-test control group design with a sample of 55 students from the city of Salamanca (Spain) to analyse the level of conflict and their perceptions about bullying during the 2017-2018 academic year. The anti-bullying programme called the Improvement of Coexistence and Communicative Competence (ICCC) programme used is. The behaviour of students based on their level of coexistence with the group of classmates was measured by the INSEBULL instrument (Bullying Assessment Instrument), which added one more dimension of own elaboration. The results showed that, even though the significant levels of conflict, they decreased substantially once the ICCC programme was applied. Furthermore, we found differences between the control and experimental groups which underlined the effectiveness of the program. Regarding gender, no differences were found in the experimental group. This study shows that the development of communicative competence in students has a significant impact on their level of coexistence with other classmates, although the results suggested the need for longitudinal implementation of the programme in order to improve school coexistence and social skills of students from the early stages of education.
在中学教育中，培养学生的交际能力对于提高他们的社交、情感和共处关系起着关键作用。发展这种能力可以代表一种改善课堂冲突，特别是欺凌问题的重要策略。我们采用了准实验前测后测对照组设计，对来自萨拉曼卡（西班牙）的 55 名学生进行了样本分析，以研究他们在 2017-2018 学年的冲突水平及其对欺凌的看法。使用了名为“改善共处和交际能力”（ICCC）的反欺凌项目。学生的行为根据他们与同学群体的共处水平，通过 INSEBULL 工具（欺凌评估工具）进行测量，该工具增加了一个自我阐述的维度。结果表明，尽管冲突的显著水平较高，但在实施 ICCC 项目后，冲突水平大幅下降。此外，我们发现实验组和对照组之间存在差异，这突显了该计划的有效性。关于性别，实验组没有发现差异。这项研究表明，培养学生的交际能力对他们与其他同学的共处水平有显著影响，尽管结果表明需要在教育的早期阶段对该项目进行纵向实施，以改善学校的共处和学生的社交技能。
