Estrategias de Comunicación Asertiva de los docentes del Instituto Tecnológico Superior Rumiñahui y efectos emocionales en los estudiantes de primero A tercer año de Bachillerato

Abstract

This research work was to evaluate assertive communication strategies in educational and emotional effects on students of third year of High School College the place of the investigation was in the "Rumiñahui School" in the city of Ambato, Tungurahua Province, those present at work are 121 teachers and 121 students of the institution in question. Methodologically the information was obtained by applying multidimensional scaling Assertiveness (EMA) and the Scale for assessing subsequent positive and negative emotions Fredrickson (2009) analysis of the results achieved as shown by calculating "Chi-square "X2 for hypothesis testing, concluding that assertive communication strategies not related to the emotional effects [X² (2) = 84.51 p <0.001, N = 121], as well; the null hypothesis is accepted and the alternative hypothesis is rejected, ie it is confirmed that there is no relationship of assertive communication strategies of teachers with the emotional effects of the juniors in high school the Rumiñahui Association; most teachers has an average assertiveness, resulting in a higher rate of positive emotions students third year of high school and to a lesser extent indirect assertiveness that is directly related to negative emotions. Finally, the creation of a psychological model based on behavioral prevention emotional assertiveness aimed at teachers with assertive communication strategies and juniors in high school with emotional effects of "Rumiñahui Association" with the purpose or objective aims to improve the environment both inside and outside the classroom.