2015
DOI: 10.3389/fpsyg.2015.00575
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Interpersonal value profiles and analysis of adolescent academic performance and social thinking

Abstract: The purposes of this study were to identify interpersonal value profiles and find out whether there were any differences in academic performance and social thinking. The study sample was 885 high school students of whom 49.8% (N = 441) were boys and 50.2% (N = 444) were girls. The results show that students with low Benevolence and Conformity levels showed higher prevalence of failures and repeated the year more often. Furthermore, students with a high level of Recognition and Leadership and low Conformity and… Show more

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Cited by 18 publications
(19 citation statements)
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“…Ref. [57] stress the importance of social support and involvement in school [58], while other elements include satisfaction with prosocial activities [59,60], subjective wellbeing [61], and the way all these are able to resist and deal with different risks. Ref.…”
Section: Discussionmentioning
confidence: 99%
“…Ref. [57] stress the importance of social support and involvement in school [58], while other elements include satisfaction with prosocial activities [59,60], subjective wellbeing [61], and the way all these are able to resist and deal with different risks. Ref.…”
Section: Discussionmentioning
confidence: 99%
“…According to Steinberg et al (2008) , sensation-seeking could have specific effects on deviant behavior. Thus the expression of a certain type of aggression could be mediated by individual factors ( Centifanti et al, 2015 ; Gázquez et al, 2015b ), cognitive and social processes ( Gifford-Smith and Rabiner, 2004 ; Monahan et al, 2009 ; Martínez-Loredo et al, 2016 ) and even characterization of the various expressions of aggression itself ( Stickle et al, 2012 ).…”
Section: Discussionmentioning
confidence: 99%
“…Such matters as substance use ( Gázquez et al, 2015a ) or how to interact with others ( Inglés et al, 2014 ) could thus become repertoires of problem behavior in adolescents. In addition to individual factors ( Gázquez et al, 2015b ; Valle et al, 2015 ), adopting certain risk and/or problem behaviors also depends on other family ( Martínez-Loredo et al, 2016 ) or peer group ( Monahan et al, 2009 ) factors which are determining for the construction of self-concept and personal wellbeing ( Nacimiento and Mora-Merchán, 2014 ; Álvarez et al, 2015 ; Azpiazua et al, 2015 ; Goñi et al, 2015 ).…”
Section: Introductionmentioning
confidence: 99%
“…It may therefore be stated that aggressors have certain characteristics, among which the most important are impulsivity [36], hyperactive behavior patterns [37], low academic performance often leading to the student repeating a year [38], low levels of benevolence [39], and a strong tendency to be distracted or limited prosocial interaction [40]. This further influences academic performance negatively, as it has been found that high scores in prosocial behavior in high school students favors attitude, motivation exam preparation strategies, etc.…”
Section: Introductionmentioning
confidence: 99%