<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032015000300104</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Beneficios de la Música en Conductas Disruptivas en la Adolescencia]]></article-title>
<article-title xml:lang="en"><![CDATA[Benefits of Music in Disruptive Behaviours DuringAdolescence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chao Fernández]]></surname>
<given-names><![CDATA[Rocío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mato Vázquez]]></surname>
<given-names><![CDATA[María Dorinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Pena]]></surname>
<given-names><![CDATA[Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de A Coruña Facultad de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>ES</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de A Coruña Facultad de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>ES</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Cádiz Escuela Superior de Ingeniería ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>ES</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>15</volume>
<numero>3</numero>
<fpage>104</fpage>
<lpage>127</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032015000300104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032015000300104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032015000300104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenEl presente artículo analiza los beneficios de la música en la modificación de la conducta, la autoconfianza, la empatía, la autoestima y las habilidades sociales, fruto de la experiencia realizada durante un curso escolar con un grupo de discentes de 4º curso de Enseñanza Secundaria Obligatoria (12-16 años) en La Coruña (España). Ante la imposibilidad de desarrollar con éxito la labor docente debido al retraso académico de los alumnos y su indisciplina se decidió poner en práctica en el aula ordinaria un modelo de trabajo diseñado a partir de la recopilación de conocimientos de pedagogía musical, musicoterapia e inteligencia emocional. Para su desarrollo se han empleado diferentes instrumentos diagnósticos (basados en los tests formulados por Gallego, Alonso, Cruz y Lizama), con el fin de, una vez obtenidos los resultados, replantear la metodología de trabajo a través del empleo de música clásica, y comprobar las mejoras en los parámetros anteriormente señalados. Este nuevo planteamiento otorga un carácter innovador a la enseñanza musical, y en él apostamos por la importancia de descubrir estrategias motivadoras en el proceso de enseñanza-aprendizaje. Tras la puesta en práctica de esta experiencia confirmamos la hipótesis de que a través de la música es posible mejorar el comportamiento, ya que tras emplear las estrategias adecuadas, puede utilizarse como potenciadora de conductas tolerantes. A través de la aplicación de nuevos test y de los resultados académicos se corroboró que el 100% de la muestra mejoró su autoestima, la autoconfianza, sus habilidades sociales, se redujeron los conflictos, y comenzaron a realizar trabajos en conjunto, así fueron modificando sus conductas disruptivas o antisociales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThis article aims to analyze the benefits of Music in the modification of behaviour, self-confidence, empathy, self-esteem and social abilities, as a result of an experience performed during a school year carried out with a secondary education class (4th year of Obligatory Secondary Education 12-16 years) in Coruña (Spain). Due to the impossibility to develop successfully the educational work, due to academic delay students and their discipline it was decided to put into practice in regular classroom a work model designed after putting together knowledge in the fields of music pedagogy, music therapy, and emotional intelligence. To develop this work, several instruments have been used to diagnose the problems and, once the results were obtained, to redesign the methodology through classical music and check the in the parameters mentioned before through Music. This new approach gives an innovative character to musical teaching, and with it we bank on the importance of finding new motivating strategies in the teaching-learning process. After putting this experience into practice, we can confirm the hypothesis that through music you can improve performance, as the results show the benefits that can come from the use of music as a tool in the modification of certain behaviours, since using the right strategies it may be used as an enhancer of tolerant behaviours, through the application of new test and academic performance as it has been corroborated that 100% of the sample improved their self-esteem, self-confidence, their social abilities, the number of conflicts decreased and the students started working in groups.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[música]]></kwd>
<kwd lng="es"><![CDATA[adolescencia]]></kwd>
<kwd lng="es"><![CDATA[conducta]]></kwd>
<kwd lng="es"><![CDATA[autoestima]]></kwd>
<kwd lng="es"><![CDATA[empatía]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[España]]></kwd>
<kwd lng="en"><![CDATA[music]]></kwd>
<kwd lng="en"><![CDATA[adolescence]]></kwd>
<kwd lng="en"><![CDATA[behaviour]]></kwd>
<kwd lng="en"><![CDATA[self-esteem]]></kwd>
<kwd lng="en"><![CDATA[empathy]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[Spain.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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