I.- Summary
Our world has an average of 80% negative thoughts (According to Jorge Duque Linares, Eighth Edition), which are nothing more than opportunities we have to change and make a better world with faith and hope, or from another point of view, we can abandon it and do nothing. People can decide with what attitude they want to live, because it is not what happens in life but how one reacts in life. If we react with a positive thought, it affects everything you do, it impregnates everything around you with high vibrations, since it only works for your benefit and that of others, since in the realm of the mind the positive attracts the positive and rejects the negative. The worst negativity that human beings have is doubt, since it causes a chain of problems that never end and that we end up not believing in ourselves, and that is where we stop being positive.
The type of case that occurs in university students, occurs in the behavior of destructive attitudes in the assets that a classroom has, taking into account that this technology is precisely to facilitate and make the teaching-learning process more enriching In this classroom, on the other hand, we can also say that education is the intermediate part between all the aforementioned factors, since it is there where the role of the teacher plays a very important role in working with education in attitudes.
Starting from these concepts, the purpose of this work is to get to know precisely each one of those behaviors that lead a student to take a negative attitude towards the assets that they possess in the classroom, which have the purpose of preparing them in their development professional, personal and social.
II.- Opening
The study that is presented in this work has the purpose of knowing the reasons why a student takes negative attitudes in their educational development and that therefore has to greatly influence their personality.
Returning to this issue that affects the institutions, will reflect benefits mainly in the conservation of the institution's assets and thus prolong their useful life at the service of the educational process of our students, also as a beneficiary is the institution itself, parents and society, and those who will be the greatest beneficiaries of these changes in attitudes that can be achieved, will be primarily students, because the strategies that are proposed in terms of behaviors are directed primarily towards they. This with the purpose that the benefit obtained by the student is not only reflected in the classroom, but also in their social, professional and family life.
III.- Development
Derived from the great changes that have arisen in the daily life of the human being in terms of the advancement of technology, science, the media, etc. All these changes have the purpose of making the activities that are carried out daily easier and more comfortable; But far from achieving these positive changes, they have also created negative changes during their acceptance journey; Therefore, today, derived from these events, it is necessary to talk about the values that have been forgotten, since we can say that this is a fundamental factor for order and personal and social balance, since with the simple fact By mentioning this word, we affirm that we are talking about something very good and well founded. Etymologically, the word valor derives from the late Latin valor, related to the word valere,which means to be strong, to be powerful. The values in the students will be analyzed first, because these are the pillars with which attitudes are formed.
Attitude is the way of acting of a person, the behavior that an individual uses to do things. In this sense, it can be considered as a certain form of social motivation - of a secondary nature, therefore, compared to biological motivation, of a primary type - that drives and guides action towards certain objectives and goals.
Eiser.- Define the attitude as follows: Learned predisposition to respond consistently to a social object. In Social Psychology, attitudes are valuable elements for the prediction of behaviors. For the same author, the attitude refers to a feeling for or against a social object, which can be a person, a social fact, or any product of human activity.
Rodríguez.- He defined the attitude as a lasting organization of beliefs and cognitions in general, endowed with an affective charge for or against a defined object, which predisposes to an action consistent with the cognitions and relative affects said object has. Attitudes are considered intercurrent variables, as they are not directly observable but subject to observable inferences.
Baruch de Spinoza, in his "Ethics" describes love as the tendency to share sorrows and joys with our fellow men, while hatred describes it as the tendency to rejoice in the suffering of others and to sadden ourselves with their joy. If to these attitudes we add egoism, as a tendency to be interested only in each one of ourselves and negligence as a tendency to disinterested in everyone, we have practically covered all the possible affective attitudes.
There are many values that must govern our attitudes, but we will talk about four in particular, since these are the fundamental ones in all created reality and because all the others are also supported by these, these are the most transcendental: Unity, truth, good and beauty. These values are present in all entities, since each individual has a unit, they can all be related to their species and that the good of the true means something positive, and thus add a relationship of pure reason.
Unity is the original value par excellence and is taken as the basis for others, since the reality of any being lies in it and preserves it in its entirety. With this concept we can guarantee the harmony, security and cohesion of everything that exists, because it opposes the division that destroys or alters the essence. The personal unit is substantial, while the group is one of order or purpose. In individuals, unity is manifested by the instinct to preserve life and avoid the dangers that oneself may cause by the misuse of material goods available for any type of activity, and in society solidarity is promoted between the members and the fight or quarrels that cause divisionism are avoided.
The truth is a fundamental value that responds to what each reality is in itself, since a truth without reality is a mere abstraction, and a truth not assimilated by the human being is not a humanly interpreted truth, but rather a real cartoon. Thus, a person has her own size, way of reacting, her own biological and psychological structure, among other characteristics, even if she does not know it or does not want to recognize it. In society, truth refers, for example, to a territorial space, a number of people and their relationships between them, regardless of their subjective judgments.
The good is the value that adequately preserves and fosters the entity of everything that exists, at the same time, it promotes the reason for being of each reality, because it is good to do what helps to develop the good in people or in the society of according to the expectations to be achieved. Finally we mention objective beauty, this is the original value that responds in each individual, to the closest proportion to the standard form and figure of the respective species. In society this value responds to the balance in the relationships between the members and to a good distribution of functions to cover and satisfy some needs.
Education in values has two important aspects, the first is recognition in people and things, and the other is what is usually called promotion of values. This promotion consists of developing the possibilities of humans and taking advantage of the values of all other beings.
The purpose of education is to seek the development of knowledge, abilities, skills, and values that allow them to be capable and efficient people as a result of real and permanent learning, and it is the school that promotes and facilitates this development in order to discover and assume them., interpret and project them to make assessments and interact appropriately with the physical and social environment, thereby achieving good behavior and positive attitudes.
As a starting proposal to improve the attitudes of university students, it is to know, based on the following table and with the application of surveys, how they interact or relate to each of the values with their probable fruits to be achieved, although we know that it is a paradigm that we face, but that is intended to link the aforementioned values with the fruits that we can achieve for each of them or with a combination of them. Since we are aware that this task is quite difficult to tackle, because it will look for personal information of the students, but we have the objective that this helps for this work.
Table of values and its fruits to be achieved
We asked them what we can do as educators would be: How to press the springs of motivation? How is this vital "energy" of interest in the acquisition of attitudes generated and fed back? The answers will be different for each of the people, but we will deal with some of the most notable theories in the satisfactory results for motivation, although it should be clarified that we cannot say that there is any theory that is totally satisfactory.
Homeostatic theory.- In the educational process of an attitude we must start by connecting it with a real or felt conscious need of our student, and it is even convenient to arouse in his interior a restlessness and uneasiness before what the deprivation of the positive attitude supposes for him.
Cognitive theory.- The application of this theory to our students is for the purpose of raising a test of internal dissonance between the image of what he believes to be and the image of what he really is; between the image he has of himself and the image of what should be; between the concept that esteemed people have of him and what his current behavior reflects. This is intended as a source of motivation of the first order to prepare you to acquire a valuable attitude.
Incentive theory.- It is convenient to take proper advantage of their contribution and apply it to our students in the task of attitudes, since incentives will be used in a prudent and appropriate way to motivate the student, but with determination and without excess, since the latter can block us from a motivating source of great influence. Starting as an organized system of incentives, of external efforts, to later arrive at an internal self-motivation and thus gradually reduce external efforts.
As a second method, Imitation will be taken.- In this method it tells us that attitudes are acquired by mere imitation of models, but that today it has been taken up in a scientific and systematic way. Considering in this aspect the cognitive factors and the affective and motivational factors, as in the previous method.
We mention below the following methods that will later be incorporated into the study once the previous two are overcome, these are: The Acting method, the Self-assessment method, the Commitment method, the Self-instruction method and the Environmental Programming.
It is also necessary to know the components of the attitude, because we will link them with the aforementioned methods to find the best solution for the attitudes, these components are the following:
• Cognitive component: for an attitude to exist, there must also be a cognitive representation of the object.
It is formed by the perceptions and beliefs towards an object, as well as the information we have about an object. In this case we speak of attitudinal models of expectation by value. Objects that are not known or about which there is no information cannot generate attitudes. The cognitive representation can be vague or erroneous, in the first case the affect related to the object will tend to be not very intense; when it is wrong it will not affect the intensity of affect at all.
• Affective component: it is the feeling for or against a social object. It is the most characteristic component of attitudes. Herein lies the main difference with beliefs and opinions - which are characterized by their cognitive component -.
• Behavioral component: it is the tendency to react to objects in a certain way. It is the active component of attitude. On this component and the relationship between attitude-behavior, and the variables that are involved.
Social psychology distinguishes a study of the intra-aptitude structure of the attitude, to identify the internal structure, from a study of the inter-aptitude structure, to look for differences and similarities between maps where more attitudes converge. Therefore, the following table shows how these structures interact on our main axis (the student), with the variables closest to it and its indicators to be investigated.
This concept is central to all of social psychology because it has an application in many different fields:
• Facing specific objects or behaviors with a predictive purpose of behavior, in market studies.
• Ethnic groups or minorities, through the study of prejudices and stereotypes.
• Abstract goals and objectives, where this type of attitude is defined as personal value.
• Attitude in relation to oneself, defined as self-esteem.
IV.- Closing
We can say that every human being possesses, in different proportions, some love, some hatred, selfishness and negligence, one of them prevailing in each case. It is possible to speak of a "characteristic attitude" (in this case it is The Attitude of conservation of university students), so there will be as many different attitudes as there are people in a university.
This attitude, precisely, characterizes each human being and is not something fixed or permanent, but can change due to education or to the influence received from the social environment.
Thus, the attitude of love implies sharing sorrows and joys (which should be the answer), while the stimulus would be the original sorrows and joys that we would later share. If we associate good with love, while we associate evil with hate, selfishness, and negligence, we have an elementary ethic that can be included in a description compatible with the method of science.
V.- Sources of information
Bibliography
-Alcántara, José Antonio, 1998. How to educate attitudes. Editorial CEAC, SA Peru.
-López de Llergo, Ana Teresa, 2008. Education in values, education in virtues. Editorial PATRIA, SA de CV México, DF
-Quera Colomina, Pilar; Subirana Vilanova, Miriam, 1999. Values to live, manual for educators I and II. Editorial Committee Spanish UNICEF. Barcelona
-Naraine, Gayatri; Strano, Anthony, 2002. Values for living, a practical guide. Editorial Committee Spanish UNICEF. Barcelona.
Urlgraphy
www.investigacion-psicopedagogica.org/revista/articulos/9/espannol/Art_9_118.pdf
www.uam.es/personal_pdi/fprofesorado/agustind/textos/%2b%2b%2beducacionenvalores-virtudes. pdf
es.wikipedia.org/wiki/Psicolog%C3%ADa_social
es.wikipedia.org/wiki/Actitud
genesis.uag.mx/…/ACTITUDES%20HACIA%20EL%20ESTUDIO.pdf
Electronic Magazine de Investigación Psicoeducativa, No. 9, vol. 4 (2), 2006. ISSN: 1696-2095 pp.171-200.
