El primer objetivo es analizar la conducta asertiva infantil en una tarea de oposición asertiva frente al adulto, examinando las relaciones entre dos conjuntos de variables: a) valoraciones sociales de carácter general consistentes en informes sobre habilidades sociales a partir del profesor, los iguales y el propio alumnado, y b) medidas específicas del comportamiento en la situación tomadas a partir del profesor y de la grabación por un video. El segundo objetivo trata de examinar los contrastes entre las fuentes evaluadoras empleadas. Los resultados apuntan a que la valoración por informe del profesor y el sociométrico se asocian a la evaluación del comportamiento asertivo hecha por el profesor y por las analistas del vídeo. El informe del propio alumnado se asocia con las restantes medidas solo en la valoración del comportamiento asertivo con adultos por informe. En las restantes medidas de competencia social y asertividad, de carácter más general, la evaluación del propio alumno se relaciona negativamente con la del profesor y con la del análisis del vídeo. La discusión enfatiza la necesidad de tener en cuenta estas diferencias entre alumnado y profesorado en la valoración de la conducta social, en la orientación e intervención psicoeducativa, ya que no tomarlas en cuenta puede incidir negativamente en la evaluación del ámbito de las relaciones sociales y del clima del centro escolar.
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