Factors associated with conduct disorders and their impact on school adaptation

Abstract

Conduct disorders represent a significant challenge in education, affecting student well-being and performance. This study aims to conduct an in-depth analysis of the relationship between conduct disorders and school adjustment at the Despertar Educational Unit, located in Ecuador. A methodology combining a quantitative approach with a non-experimental, cross-sectional design was used, characterized by the collection and analysis of numerical data. Standardized instruments including observation, questionnaires, and interviews were used. The results revealed a strong negative correlation (r = −0.82, p < 0.001), indicating that the greater the presence of conduct disorders, the lower the students' school adjustment. Furthermore, the multiple linear regression model explained 67% of the variance in school adjustment (R²=0.67), showing that the variable conduct disorders had a significant negative effect (β=-0.82, p<0.001). These data suggest that students who present problematic behaviors tend to experience difficulties in their academic performance and in their social integration within the school environment. In conclusion, the study highlights that conduct disorders constitute an influential factor and negatively associated with the well-being and behavior of students in the school context. The implementation of intervention strategies that address these disorders is recommended to improve school adjustment.