<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2422-4200</journal-id>
<journal-title><![CDATA[Revista Logos Ciencia & Tecnología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. logos cienc. tecnol.]]></abbrev-journal-title>
<issn>2422-4200</issn>
<publisher>
<publisher-name><![CDATA[Policía Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2422-42002024000300105</article-id>
<article-id pub-id-type="doi">10.22335/rlct.v16i3.1996</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conductas desafiantes en estudiantes de educación media: aportes para prevenir e intervenir la violencia escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Defiant behaviors in high school students: Contributions to prevent and intervene in school violence]]></article-title>
<article-title xml:lang="pt"><![CDATA[Comportamentos desafiantes entre alunos do ensino secundário: contributos para prevenir e intervir na violência escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón]]></surname>
<given-names><![CDATA[Claribel del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castellanos-Alvarenga]]></surname>
<given-names><![CDATA[Luis Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mejía-Valiente]]></surname>
<given-names><![CDATA[José Plutarco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera de Blanco]]></surname>
<given-names><![CDATA[Karen Yarixia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdivieso-Aguilar]]></surname>
<given-names><![CDATA[Gustavo Adolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Modular Abierta  ]]></institution>
<addr-line><![CDATA[Santa Ana ]]></addr-line>
<country>El Salvador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Santo Tomás Escuela de Psicología, Facultad de Ciencias Sociales y Comunicaciones, ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Modular Abierta  ]]></institution>
<addr-line><![CDATA[Santa Ana ]]></addr-line>
<country>El Salvador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Modular Abierta  ]]></institution>
<addr-line><![CDATA[Santa Ana ]]></addr-line>
<country>El Salvador</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Modular Abierta  ]]></institution>
<addr-line><![CDATA[Santa Ana ]]></addr-line>
<country>El Salvador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>16</volume>
<numero>3</numero>
<fpage>105</fpage>
<lpage>115</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2422-42002024000300105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2422-42002024000300105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2422-42002024000300105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la literatura científica se enfatiza que es fundamental abordar las conductas negativas desafiantes en el aula para mantener un ambiente propicio de aprendizaje. Este artículo tiene como objetivo describir las conductas negativas desafiantes en estudiantes salvadoreños de educación media, para realizar sugerencias de prevención e intervención de la violencia escolar. El tipo de investigación fue mixta, con diseño de triangulación concurrente (DITRIAC) y alcance exploratorio-descriptivo. En la fase cuantitativa, se aplicó una encuesta a 148 estudiantes (52.7% femenino y 47.3% masculino). En la fase cualitativa, se utilizó una entrevista en profundidad aplicada a cuatro directores y dos psicólogos. Los resultados indican que los estudiantes presentaron conductas de irrespeto hacia docentes y compañeros, además de actitudes rencorosas y vengativas. Tanto los directores como los psicólogos señalaron que estas conductas se extienden al uso de redes sociales, donde los estudiantes publican contenidos ofensivos y amenazantes hacia sus pares y figuras de autoridad. Se discuten las implicaciones prácticas de los hallazgos y se concluye que es esencial promover intervenciones psicoeducativas, con énfasis en el desarrollo de estrategias de regulación emocional que posibiliten la reducción de conductas desafiantes y prevenir la violencia escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the scientific literature, it is emphasised that it is essential to address challenging negative behaviours in the classroom in order to maintain a conducive learning environment. This article aimed to describe oppositional negative behaviours in Salvadoran secondary school students, in order to make suggestions for prevention and intervention in school violence. The type of research was mixed, with a concurrent triangulation design (DITRIAC) and an exploratory-descriptive scope. In the quantitative phase, a survey was applied to 148 students (52.7% female and 47.3% male). In the qualitative phase, an in-depth interview was conducted with four principals and two psychologists. The results indicate that the students presented disrespectful behaviours towards teachers and classmates, as well as resentful and vengeful attitudes. Both the principals and the psychologists point out that these behaviours extend to the use of social networks, where students publish offensive and threatening content regarding their peers and authority figures. The practical implications of the findings are discussed, and it is concluded that it is essential to promote psychoeducational interventions with an emphasis on the development of emotional regulation strategies that enable the reduction of oppositional behaviours and the prevention of school violence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A literatura científica enfatiza que é essencial abordar os comportamentos desafiadores negativos em sala de aula para manter um ambiente de aprendizado propício. O objetivo deste artigo foi descrever os comportamentos desafiadores negativos em estudantes salvadorenhos do ensino médio a fim de fazer sugestões para a prevenção e intervenção da violência escolar. O tipo de pesquisa foi misto, com um projeto de triangulação simultânea (DITRIAC) e um escopo exploratório-descritivo. Na fase quantitativa, foi aplicada pesquisa a 148 alunos (52,7% do sexo feminino e 47,3% do sexo masculino). Na fase qualitativa, foi utilizada entrevista em profundidade com quatro diretores e dois psicólogos. Os resultados indicam que os estudantes demonstraram comportamento desrespeitoso com os professores e colegas, bem como atitudes ressentidas e vingativas. Tanto os diretores quanto os psicólogos observaram que esses comportamentos se estendem ao uso das mídias sociais, onde os estudantes publicam conteúdo ofensivo e ameaçador contra colegas e figuras de autoridade. Discutem-se as implicações práticas dos resultados e conclui-se que é essencial promover intervenções psicoeducacionais com ênfase no desenvolvimento de estratégias de regulação emocional que possibilitem a redução do comportamento desafiador e a prevenção da violência escolar.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conductas desafiantes]]></kwd>
<kwd lng="es"><![CDATA[regulación emocional]]></kwd>
<kwd lng="es"><![CDATA[violencia escolar]]></kwd>
<kwd lng="es"><![CDATA[clima de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[intervención psicoeducativa]]></kwd>
<kwd lng="en"><![CDATA[Oppositional behaviours]]></kwd>
<kwd lng="en"><![CDATA[emotional regulation]]></kwd>
<kwd lng="en"><![CDATA[school violence]]></kwd>
<kwd lng="en"><![CDATA[learning environment]]></kwd>
<kwd lng="en"><![CDATA[psychoeducational intervention]]></kwd>
<kwd lng="pt"><![CDATA[comportamento desafiador]]></kwd>
<kwd lng="pt"><![CDATA[regulação emocional]]></kwd>
<kwd lng="pt"><![CDATA[violência escolar]]></kwd>
<kwd lng="pt"><![CDATA[clima de aprendizado]]></kwd>
<kwd lng="pt"><![CDATA[intervenção psicoeducacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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