Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2014.

1. UNIVERSIDAD
MAGISTER
MEMOIR TO OBTAIN THE
DEGREE OF LICENTIATE IN THE TEACHING OF ENGLISH
RESILIENCE IN THE STUDENTS OF SAN RAFAEL HIGH
SCHOOL IN ALAJUELA
BACH. CRISTINA GONZALEZ PRENDAS
BACH. EDGAR CRUZ CRUZ
BACH. LUIS ALONSO ROJAS VARGAS
DECEMBER 21 ST, 2009

2. ANTECEDENTS
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HISTORICAL PERCEPTIONS OF YOUTH
NEGATIVE STEREOTYPES
PAMPERED AND SPOILED
HEDONISTIC
IMMORAL ADOLESCENTS
CYNICAL ADOLESCENTS
REBELLIOUS ADOLESCENTS
WHY THE RESENTMENT?
FORCED SEGREGATION
A POSITIVE PERSPECTIVE
JUSTIFICATION

3. TOPIC
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INSTITUTION
PROBLEM STATEMENT
GENERAL OBJECTIVES
RESEARCH QUESTIONS
SPECIFIC OBJECTIVES
LIMITATIONS AND ACHIEVEMENTS

4. THEORETICAL FRAMEWORK
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WHAT IS RESILIENCE?
SECURE BASE:
EDUCATION:
FRIENDSHIP
TALENTS AND INTERESTS
POSITIVE VALUES
SOCIAL COMPETENCIES

5. THEORETICAL FRAMEWORK
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WHO IS A RESILIENT PERSON?
TYPES OF RESILIENCE OR FIELDS OF RESILIENCE
WHAT IS TO BE AN ADOLESCENT?
PHYSICAL CHANGES
PSYCHOLOGICAL CHANGES
SOCIAL CHANGES
SOCIAL VIEW TOWARDS ADOLESCENTS

6. THEORETICAL FRAMEWORK
• ADOLESCENTS IN A CLASSROOM
• WHAT IS MOTIVATION?
• A THEORY OF MOTIVATION MUST
INCLUDE THE FULL RANGE OF
COGNITIVE PROCESSES
• COGNITIVE DEFINITIONS
• SELF-CONTROL THEORY. A THEORY
OF MOTIVATION MUST INCLUDE THE
FULL RANGE OF EMOTIONS

7. THEORETICAL FRAMEWORK
• THEORY OF MOTIVATION MUST EXPLAIN
RATIONAL AND NON RATIONAL ACTIONS,
USING THE SAME CONCEPTS FOR BOTH.
• ATTRIBUTIONS AND AFFECT
• MOTIVATION IN SECOND LANGUAGE
LEARNING
• WHAT ARE SOME EXAMPLES OF
MOTIVATION?
• INTEGRATIVE
• INSTRUMENTAL

8. THEORETICAL FRAMEWORK
• INTRINSIC AND EXTRINSIC MOTIVATION
• INTRINSIC MOTIVATION IN EDUCATION
• INTRINSIC MOTIVATION IN THE SECOND
LANGUAGE CLASSROOM

9. THEORETICAL FRAMEWORK
• HOW TO MOTIVATE STUDENTS?
• A FRAMEWORK FOR MOTIVATIONAL
STRATEGIES
• INCREASING THE LEARNERS’ “GOALORIENTEDNESS”
• MAKING THE CURRICULUM RELEVANT FOR
THE LEARNERS
• PARENTAL AWARENESS

10. THEORETICAL FRAMEWORK
• THERE ARE MANY FACTORS THAT TEND TO
AFFECT THE LEARNERS PROCESS TO
SUCCEED DESPITE OF DIFFICULTIES
• A. HIGH-ANXIETY OR NEGATIVE
SUCCESS/FAILURE
• B. SOCIOECONOMIC STATUS
• C. ETHNIC GROUP DIFFERENCES IN
ACHIEVEMENT MOTIVATION
• D. DEFINITIONS OF ACHIEVEMENT
MOTIVATION

11. THEORETICAL FRAMEWORK
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F. PEOPLE WHO INFLUENCE YOUNG PEOPLE IN THEIR
LIVES
FAMILY
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BUILDING A STRONG AND RESILIENT FAMILY
CHARACTERISTICS OF STRONG FAMILIES
A. COMMITMENT
B. COMMUNICATION
C. APPRECIATION
D. FAMILY TIME TOGETHER
E. STRATEGIES TO DEAL WITH STRESS

12. THEORETICAL FRAMEWORK
FRIENDS
• THE INFLUENCE OF PEERS ON YOUNG
PEOPLE.
• THE CONTEXT
• PARENTS GREATEST AREAS OF CONCERN
ABOUT THE INFLUENCE OF PEERS AND
FRIENDS

13. THEORETICAL FRAMEWORK
• THERE ARE SOME THEORIES ABOUT RESILIENCE
IN DIFFERENT FIELDS
• VALUING INDIVIDUAL CAPACITY TO CARRY OUT
SPECIFIC LEISURE ACTIVITIES
• TEACHING RESILIENCE TO ATHLETES
• PRELIMINARY IMPLICATIONS OF RESILIENCE
TRAINING WITH NATIONAL TEAM ATHLETES
• HOW ARTISTIC PRACTICES CAN CONTRIBUTE TO
CULTIVATING RESILIENCE

14. METHODOLOGY
INSTRUMENTS
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SAMPLE SELECTION
OBSERVATION
SURVEY
INTERVIEWS
VARIABLES

15. SUMMARY
• RESULTS
• GRAPHS
• DATA ANALYSIS

16. Graph # 01
I feel that I am as good as anybody else
0%
0%
Strongly agree
35%
Agree
Disagree
65%
Strongly
disagree
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In regards to the first items, “I feel that I am a person of worth”. I am as good as
anybody else”
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16 students answered “strongly agree”, representing 65 % out of the sample
population, 4 students answered “agree”, representing 35 %, (see graph 01, Page
175
)

17. Graph # 15
Is there any teacher in particular
or m em ber of staff who you find
easy to talk to and who helps
you with school issues?
15%
0%
Strongly agree
Agree
30%
55%
Disagree
Strongly
disagree
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In regards to the fifteenth item, “Is there any teacher in particular (or member of
support staff) who you find easy to talk to and who helps you with school
issues?”
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11 students answered “strongly agree”, representing 55 % of the population,
6 students answered “agree”, representing 30 %, 3 students answered “disagree”,
representing 15 % (see graph 15,page 189)

18. Graph # 18
Have you thought about dropping
out?
10%
10%
Strongly agree
Agree
10%
Disagree
70%
Strongly
disagree
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In regards to the eighteenth item “Have you thought about dropping out?”
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2 students answered “ strongly agree” , representing 10 % of the population,
2 students answered “agree”, representing 10 % ,” 2 students answered “disagree”
representing 10 % , 14 students answered “strongly disagree” representing 70 % (see
graph 18 , page 192)

19. Graph # 20
Who is im portant to you in your
fam ily?
25%
30%
5%
30%
Mother
Father
Siblings
Other Relatives
Parents
10%
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In regards to the twentieth item, “Who is important to you in your family”
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6 students answered “ Mother” , representing 30% of the population, 1 students
answered “Father”, representing 5% , 6 students answered “Family”, representing
30% , 2 students answered “Siblings”, representing 10% , 5 students answered
Parents” representing 25 % .(see graph 20, page 194)

20. Graph # 22
How confident do you feel about
making new relationships with
youngsters and adults?
0%
30%
0%
70%
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Much
Little
Fair
None
In regards to the twenty-second item “How confident do you feel about
making new relationships with other young people and with other
adults?”
14 students answered “Much”, representing 70 % of the population,
6 students answered “Fair”, representing 30 %. (see graph 22, page 196)

21. Graph # 27
Why do you think young people have to go to
school?
5%
20%
For a be tte r future
25%
To improve one ´s life
To ge t rid of a lcohol a nd
drugs
Re sponsibility
10%
To be come profe ss
iona l
Right a nd duty
15%
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25%
In regards to the twenty-seventh question, “Why do you think young people have
to go to school”
5 students answered “ for a better future” , representing 25 % of the population,
5 students answered “to improves one’s life”, representing 25 % , 3 students
answered “to get rid of alcohol and drugs”, representing 15 % , 2 students answered
“responsibility” representing 10 % , 4 students answered “to become professional”
representing 20 % , 1 student answered “right and duty” representing 5 % .(see graph
27,page 201)

22. Graph # 30
What is your favorite School Subject?
Mathematics
Social Studies
10%
5%
20%
5%
10%
English
Science
5%
Spanish
French
20%
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25%
Physical
education
None
In regards to the thirtieth question, “What is your favorite school subject?”
4 students answered “Mathematics” , representing 20 % of the population,
1 student answered “Social Studies”, representing 5 % , 5 students answered
“English “representing 25 % , 4 students answered “Science” representing 20 % , 2
students answered “Spanish” representing 10 % , 1 students answered “French”
representing 5 % , 2 students answered “ physical education” representing 10”, 1
student answered “ None” representing 5 % (see graph 30, page 204)

23. Graph #37
Why do you think pe ople like to have frie nds?
Fun
15%
0%
10%
Chat with
10%
Compa ny
25%
Trust
15%
Support each other
25%
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No Answ er
In regards to the thirty- seventh question, “Why do you think people like to have
friends?
2 students answered “fun”, representing 10 % of the population, 5 students answered
“chat with”, representing 25 % , 5 students answered “company” representing 25 % ,
3 students answered “trust” representing 15 % , 2 students answered 2 “support each
other” representing 10 % , 3 students “did not answer” representing 15 % (see graph
37, page 211)

24. Graph# 42
What hobbies, a ctivitie s and othe r things a re you inte re sted in?
5%
10%
Cheerleading
5%
20%
School activities
Play soccer and
video games
Arts
35%
20%
5%
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Watch T.V
Listen to music
No answer
In regards to the forty-second question, “What hobbies, activities and other things
are you interested in?”
1 student answered “ arts” , representing 5 % of the population, --2 students
answered “cheerleading”, representing 10 %, 1 students answered “school matters”
representing 5 % , 7 students answered “play soccer and video games” representing
35 % , 4 students answered “watch TV” representing 20%; 4 students answered
“listen to music” representing 20 % , 1 student “did not answer” representing 5 % .
(see graph 42, page 216)

25. Graph# 46
How do your carers react when
you do something wrong ?
10%
Dialoguing
50%
40%
0%
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Physical
punishment
Scolding
Privating from
favorite things
In regards to the forty-sixth question “How do your parents or carers usually react
when you do something wrong?
10 students answered “dialoguing”, representing 50 % of the population,
8 students answered “scolding”, representing 40 % , 2 students answered “privation
from favorite things” representing 10 % , (see graph 46, page 220)

26. CONCLUSIONS AND
RECOMMENDATIONS
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MINISTRY OF EDUCATION
PRINCIPALS
TEACHERS
STUDENTS
PARENTS
COUNSELLORS

27. THANK YOU
VERY MUCH
FOR YOUR ATTENTION!