Peer Victimization and Ethnic-Cultural Peer Victimization: Self-Esteem and School Relations between Different Cultural Groups of Students in Andalusia, Spain // Victimización étnico-cultural entre iguales: autoestima y relaciones en la escuela entre...

Rodríguez-Hidalgo, Antonio J.; Ruíz, Rosario Ortega; Zych, Izabela

doi:10.1387/revpsicodidact.7909

Cited by 34 publications

(39 citation statements)

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“…Our findings reinforce the set of studies that have claimed adolescence to be critical for students' engagement in school (Darr, 2011;Marks, 2000;Rodríguez-Fernández et al, 2012;Rodríguez-Hidalgo, Ortega-Ruiz, & Zych, 2014;Wang & Holcombe, 2010). Cognitive and agency engagement seem to be devalued by peers and to be negatively associated with students' social standing (Preckel et al, 2013), suggesting that this decrease seems to be related to the changes that occur in peer influence, which significantly increases during adolescence, contrary to what occurs with family influence (Janosz et al, 2008;Li et al, 2011;Ryan, 2001).…”

Section: Discussionsupporting

confidence: 87%

When Adolescents with High Self-Concept Lose their Engagement in School // Cuando se pierde la motivación escolar de los adolescentes con mejor autoconcepto

Veiga

García

Reeve³

et al. 2015

REV PSICODIDACT

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Engagement in school and self-concept are two main constructs to explain the school adjustment. To understand how engagement might change during adolescence, we analyzed early and middle adolescents' engagement in school (cognitive, affective, behavioural, and personal agency) as a function of their level of self-concept. Participants were 685 adolescents, 296 males (43.2%) and 389 females between 11-17 years old. Among early adolescents, students with high self-concept always reported more cognitive, affective, behavioural, and personal agency engagement than students with low self-concept. However, among middle adolescents, students with high self-concept reported only higher affective and behavioral engagement than students with low self-concept. High self-concept middle adolescents reported levels of cognitive and agentic engagement that were the same as their low self-concept peers, suggesting that these high self-concept middle adolescents had lost their earlier high levels of cognitive and agentic engagement.Keywords: Students' engagement in school, self-concept, early and middle adolescence. ResumenLa motivación escolar y el autoconcepto son dos constructos claves del ajuste académico. Para entender cómo la motivación escolar cambia durante la adolescencia, se analizó la motivación académica de adolescentes tempranos y medios (cognitiva, afectiva, conductual e implicación personal) y su autoconcepto. La muestra fue de 685 adolescentes, 296 hombres (43,2%) y 389 mujeres de 11 a 17 años. Los adolescentes tempranos con alto autoconcepto siempre indicaron mayor motivación cognitiva, afectiva, conductual e implicación personal que los de autoconcepto bajo. Sin embargo, los adolescentes medios con alto autoconcepto solo indicaron mayor motivación afectiva y conductual que los de bajo autoconcepto. Los adolescentes medios con alto autoconcepto indicaron iguales niveles de motivación cognitiva e implicación que los de bajo autoconcepto. Estos resultados sugerirían que los adolescentes medios con mayor autoconcepto habrían perdido sus niveles altos de motivación cognitiva y escolar de la adolescencia temprana.Palabras clave: Motivación del estudiante en la escuela, autoconcepto, adolescencia temprana y media.Acknowledgements: The present study is a product of the project PTDC/CPE-CED/114362/2009-Envolvimento dos Alunos na escola: Diferenciação e Promoção/Students' Engagment in School: Differentiation and Promotion, financed by National funding, through the Fundação para a Ciência e Tecnologia (FCT).

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Section: Discussionsupporting

confidence: 87%

When Adolescents with High Self-Concept Lose their Engagement in School // Cuando se pierde la motivación escolar de los adolescentes con mejor autoconcepto

Veiga

García

Reeve³

et al. 2015

REV PSICODIDACT

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“…Several European studies have reported similar findings (Strohmeier, Kärnä, & Salmivalli, 2011;Strohmeier, Spiel, & Gradinger, 2008). However, some research within Europe has concluded that there are no significant differences in the prevalence of victimisation as a function of the cultural background of the participants (Fandrem, Strohmeier, & Roland, 2009;Monks, Ortega-Ruiz, & Rodríguez-Hidalgo, 2008;Rodríguez-Hidalgo, Ortega-Ruiz, & Zych, 2014;Sweeting & West, 2001).…”

mentioning

confidence: 77%

“…They argue that cultural victimisation can be carried out in a variety of ways, not only by racist insults, but also by other means such as social exclusion and the spreading of rumours, and that these forms of victimisation are experienced more often by individuals from cultural minority groups than those in the cultural majority (McKenney, Pepler, Craig, & Connolly, 2006;Monks et al, 2008;Rodríguez-Hidalgo et al, 2014;Verkuyten & Thijs, 2001, 2002. In this way, a victim of cultural victimisation may experience distinct types of racist aggression.…”

mentioning

confidence: 99%

Peer-victimisation in multi-cultural contexts: A structural model of the effects on self-esteem and emotions

Rodríguez-Hidalgo

Ortega-Ruíz

Monks

2015

Psicología Educativa

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A B S T R A C TThis study examined a structural model which integrated personal and cultural victimisation in order to identify the effects of victimisation on emotions and personal and cultural self-esteem. A sample of 1,185 adolescents from 13 secondary schools in England (n = 322) and Spain (n = 863) was recruited. Participants completed a battery of self-report questionnaires. A Confirmatory Factor Analysis (CFA) conducted regarding the initial model and then Strucutural Equations Modelling (SEM). Cultural victimisation had an indirect negative effect on cultural self-esteem and in consequence on emotional state, mediated by personal victimisation and the negative impact it produced on personal self-esteem. Only for the cultural majority did the percentage of their presence constitute a mediator variable between being a victim of cultural victimisation and the effect on cultural self-esteem. The results are discussed in relation to the extant literature and the implications for the intervention/prevention work to deal with victimisation and discrimination in multi-cultural schools. © 2015 Published by Elsevier España, S.L.U. on behalf of Colegio Oficial de Psicólogos de Madrid. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Victimización entre iguales en contextos multiculturales: un modelo estructural de sus efectos sobre la autoestima y las emociones R E S U M E NEl estudio examina un modelo estructural que integra la victimización personal y cultural con el fin de identificar los efectos de la victimización en las emociones y la autoestima personal y cultural. Participó una muestra de 1.185 adolescentes de 13 escuelas secundarias en Inglaterra (n = 322) y España (n = 863). Los participantes cumplimentaron una batería de cuestionarios de autoinforme. Se llevó a cabo un análisis factorial confirmatorio (CFA) sobre el modelo inicial y luego un modelado de ecuaciones estructurales (SEM). La victimización cultural tuvo un efecto negativo indirecto sobre la autoestima cultural y en consecuencia sobre el estado emocional, mediado por la victimización personal y el impacto negativo que produce en la autoestima personal. Sólo para la cultura mayoritaria el porcentaje de su presencia constituye una variable mediadora entre ser una víctima de la persecución cultural y el efecto en la autoestima cultural. Los resultados se discuten en relación a la literatura existente y a las implicaciones para el trabajo de intervención/prevención para hacer frente a la victimización y a la discriminación en las escuelas multiculturales.

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“…Similarly, the social behavior of each individual is the result of the complex interaction of biological, psychological and social factors. There are studies analyzing social behavior and its relationship with variables such as parenting style (Fuentes, García, Gracia, & Alarcón, 2015), age, sex, motivational values and personality (Musitu, Moreno, & Murgui, 2007) and cultural facets (Rodríguez-Hidalgo, Ortega-Ruiz, & Zych, 2014). Behavior, conduct or attitudes influencing social adaptation have also been analyzed, concentrating on such aspects as empathy, interpersonal relations and social anxiety (Degnan, Almas, & Fox, 2010;Delgado, Inglés, & García-Fernández, 2013), differences between men and women (Crapanzano, Frick, Childs, & Terranova, 2011), etc. Returning to the relationship between attitudes and values noted by Hollander (1968), an example of the connection between interpersonal values and attitudes may be observed in an analysis of the victims of aggression, who acquire a negative view and unfavorable values, such as insecurity and feeling threatened by their surroundings (Sutton & Smith, 1999), becoming timid and anxious (Polo, León, Gómez, Palacios, & Fajardo, 2013), introverted (Oñate & Piñuel, 2005), and socially isolated (Moreno, Vacas & Roa, 2006).…”

Section: Introductionmentioning

confidence: 99%

Interpersonal Value Profiles and Analysis to Adolescent Behavior and Social Attitudes // Perfiles de valores interpersonales y análisis de conductas y actitudes sociales de adolescentes

et al. 2015

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The aims of this study are to identify the interpersonal value profiles and analyze whether there are differences with respect to behavior and social attitude in a sample made up of 885 Compulsory Secondary Education (ESO) students (14-17 years), of whom 49.8% (n = 441) were males and 50.2% (n = 444) were females. The results show the identification of three different interpersonal value profiles corresponding to different levels of antisocial and criminal behavior. Thus the ARL-BCB (high recognition and leadership -low conformity and benevolence) group had the most antisocial and criminal behavior, low levels of social sensitivity, conformity and helpfulness-collaboration, and high levels of dominance, aggressiveness-stubbornness and apathy-isolation. Points that need to be worked on in preventive intervention of antisocial and criminal behavior of students by improving their social attitudes are highlighted. Keywords:Interpersonal values, antisocial behavior, social attitudes, criminal behavior. ResumenLos objetivos de este trabajo son identificar los diferentes perfiles de valores interpersonales y analizar si entre ellos, existen diferencias respecto a la conducta y actitud social. Todo ello, en una muestra formada por 885 alumnos de Educación Secundaria (14 a 17 años), de los cuales, el 49.8% (n = 441) son hombres y el 50.2% (n = 444) mujeres. Los resultados muestran la identificación de tres perfiles de valores interpersonales diferentes, correspondiéndose con diferentes niveles de conductas delictivas y antisociales. Así, el grupo con mayor presencia de ambas conductas, antisociales y delictivas, bajos niveles de sensibilidad social, conformidad y ayuda-colaboración, y altos niveles de dominancia, agresividad-terquedad y apatía-retraimiento es el ARL-BCB (alto reconocimiento y liderazgo -baja conformidad y benevolencia-). Finalmente, se ponen de relieve los aspectos a trabajar en la intervención preventiva de las conductas antisociales y delictivas del alumnado a través de la mejora de las actitudes sociales.

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Peer Victimization and Ethnic-Cultural Peer Victimization: Self-Esteem and School Relations between Different Cultural Groups of Students in Andalusia, Spain // Victimización étnico-cultural entre iguales: autoestima y relaciones en la escuela entre...

Cited by 34 publications

References 31 publications

When Adolescents with High Self-Concept Lose their Engagement in School // Cuando se pierde la motivación escolar de los adolescentes con mejor autoconcepto

When Adolescents with High Self-Concept Lose their Engagement in School // Cuando se pierde la motivación escolar de los adolescentes con mejor autoconcepto

Peer-victimisation in multi-cultural contexts: A structural model of the effects on self-esteem and emotions

Interpersonal Value Profiles and Analysis to Adolescent Behavior and Social Attitudes // Perfiles de valores interpersonales y análisis de conductas y actitudes sociales de adolescentes

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