Funcionalidad familiar y asertividad en estudiantes de educación general básica superior y bachillerato

Abstract

Students who are passive victims of bullying have difficulties in assertiveness, a social skill most frequently learned in the family. The objective was to determine the relationship between family functionality and assertiveness dimensions in 87 students of a PCEI educational institution in Tungurahua. The research approach was quantitative, correlational in scope, nonexperimental and cross-sectional design. The instruments applied were the Family Functioning Perception Test (FF-SIL) and the Multidimensional Assertiveness Scale (EMA). The results showed a moderate positive relationship between family functionality and one of the dimensions of assertiveness: assertiveness (R= 0.605, p < 0.01); the highest percentage (46%) corresponded to individuals who expressed having a moderately functional family; in the three dimensions of assertiveness there was a predominance of subjects who are in the normal range; the mean family functionality score in men (H=44.4) was not significantly different from that in women (M=47.2). In conclusion, the higher the family functionality, the higher the assertiveness; there was a predominance of families that partially develop seven categories; most of the students in each of the assertiveness dimensions reflected a fluctuating and intermediate degree and finally, sex did not interfere in family functionality