{"id":18126,"date":"2002-05-07T00:00:00","date_gmt":"2002-05-07T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/concepciones-de-los-profesores-y-autoconcepto-y-agresividad-de-los-alumnos-en-contexto-de-educacion-intercultural\/"},"modified":"2002-05-07T00:00:00","modified_gmt":"2002-05-07T00:00:00","slug":"concepciones-de-los-profesores-y-autoconcepto-y-agresividad-de-los-alumnos-en-contexto-de-educacion-intercultural","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia\/concepciones-de-los-profesores-y-autoconcepto-y-agresividad-de-los-alumnos-en-contexto-de-educacion-intercultural\/","title":{"rendered":"Concepciones de los profesores y autoconcepto y agresividad de los alumnos en contexto de educaci\u00f3n intercultural"},"content":{"rendered":"<h2>Tesis doctoral de <strong> David Merino Mata <\/strong><\/h2>\n<p>La tesis se divide en dos partes claramente delimitadas que a su vez permanecen interrelacionadas. En una primera parte se sondean las concepciones de los profesores sobre la educaci\u00f3n intercultural, comparando entre dos zonas geogr\u00e1ficas: campo de gibraltar y melilla.  el citado sondeo se realiza a trav\u00e9s de un cuestionario elaborado a tal efecto y mediante entrevistas.  en la segunda parte del estudio se analizan los niveles de autoconcepto de los alumnos escolarizados en dichas zonas geogr\u00e1ficas y su relaci\u00f3n con sus niveles de agresividad, tanto a nivel global como en funci\u00f3n del grupo cultural de pertenencia, para lo cual se emplea la escala de autoconcepto de piers-harris y la escala de mediadores cognitivos de la conducta agresiva de d\u00edaz aguado.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Concepciones de los profesores y autoconcepto y agresividad de los alumnos en contexto de educaci\u00f3n intercultural<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Concepciones de los profesores y autoconcepto y agresividad de los alumnos en contexto de educaci\u00f3n intercultural <\/li>\n<li><strong>Autor:<\/strong>\u00a0 David Merino Mata <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 M\u00e1laga<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 05\/07\/2002<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Jos\u00e9 Manuel Esteve Zarazaga<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: miquel Mart\u00ednez mart\u00edn <\/li>\n<li>f\u00e9lix Etxeberr\u00eda balerdi (vocal)<\/li>\n<li>josep antoni Jord\u00e1n sierra (vocal)<\/li>\n<li>constancio M\u00ednguez \u00e1lvarez (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de David Merino Mata La tesis se divide en dos partes claramente delimitadas que a su vez permanecen [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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