Social inclusion level of Spanish and foreign adolescents: Proposal for an evaluation instrument

Moyano, Manuel; Lobato, Roberto M.; Ventsislavova, Petya; Trujillo, Humberto M.

doi:10.1007/s12144-020-01201-5

Cited by 9 publications

(5 citation statements)

References 35 publications

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“…This might be justified since behavioral and affective dimensions are less school-related dimensions and might be indicative of an inclusive school environment. Similar results have been found in literature (Menken & García, 2010;Moyano et al, 2020;Peguero & Bondy, 2011;Schleicher, 2012). Students with immigrant parents present a similar sense of belonging at school (affective engagement) as those with native parents, which might be indicative of the former favorable adaptation to the host country and ultimately sustain their longterm adaptation to society (Chiu et al, 2012;Suárez-Orozco & Suárez-Orozco, 2001).…”

Section: Discussionsupporting

confidence: 92%

“…This seems to illustrate the implicit prejudice concept, which consists of a negative predisposition toward a social group that can unintentionally bias one's expectations and behaviors (Wittenbrink et al, 2019). At the same time, the literature states that teachers' negative expectations about their students may have an adverse impact on academic performance and inclusion, with greater effects on groups presenting academic difficulties, such as children with immigrant parents (Heckmann, 2008;Moyano et al, 2020;Veiga et al, 2009). Research on the Pygmalion effect alerts that teachers' positive or negative expectations concerning their students can respectively impact their positive or negative academic achievement (Friedrich et al, 2015).…”

Section: Immigrant and Native Students In Schoolsmentioning

confidence: 97%

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Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

et al. 2021

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Student engagement in school needs to be considered when comparing immigrant and native students, particularly at a time of increasing migratory movements throughout the world. Differences in cognitive, affective, behavioral, and agentic student engagement dimensions were examined for students with immigrant and native parents, and for early and middle adolescence. A four-dimensional measure of student engagement was completed by 643 students (52.7% women). Results indicated that: students with native parents present higher cognitive and agentic engagement than students with immigrant parents; early adolescents are more cognitively engaged than middle adolescents; early adolescents with native parents present higher cognitive engagement than early adolescents with immigrant parents and middle adolescents. These results contribute to knowledge advancement, enhancing the understanding of student engagement with immigrant and native parents during early and middle adolescence, which might stimulate additional research moving towards a more inclusive school. Based on the findings and conclusions from this study, possibilities for future research and political-educational recommendations are presented.

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Section: Discussionsupporting

confidence: 92%

Section: Immigrant and Native Students In Schoolsmentioning

confidence: 97%

Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

et al. 2021

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“…Most empirical studies have examined marginalization (Lyons-Padilla et al, 2015). For example, Moyano et al (2022) considered the lack of job training as a dimension of social exclusion, which is considered a risk factor for radicalization.…”

Section: Social Alienation and Support For Political Violencementioning

confidence: 99%

Social alienation as a bridge between unemployment and support for political violence.

Moyano,

Lobato,

Trujillo

2024

Peace and Conflict: Journal of Peace Psychology

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From a peacebuilding perspective, understanding the factors that lead to radicalization is the first step in preventing political violence, resisting its effects, and building solid pillars for peace. Along these lines, this research aims to explore the relationship between economic factors and radicalization, particularly between unemployment and support for political violence. As previous research has shown contradictory results, we suggest the need to explore the psychological factors that mediate the relationship between unemployment and support for political violence. Particularly, we suggest social alienation and moral disengagement. Therefore, we hypothesize that (Hypothesis 1) the unemployed will present greater social alienation, (Hypothesis 2) a greater sense of social alienation will be associated with greater support for political violence, and the relationship between employment status and political violence will be mediated by (Hypothesis 3) social alienation and (Hypothesis 4) moral disengagement. A study was conducted to test these hypotheses using a sample of employed (N = 281) and unemployed (N = 285) Spanish participants in Southern Spain. Participants completed a paper questionnaire in which they reported their employment status, social alienation, moral disengagement, and support for political violence. The results showed that the hypotheses were fulfilled and that social alienation and moral disengagement mediated the relationship between unemployment and political violence. According to these results, unemployment may encourage support for violence for political purposes. For this to be the case, perceptions of rejection must be considered. This underscores the need for interventions aimed at the welfare of the unemployed as well as their integration into society. Public Significance StatementThis study suggests that the situation of unemployment can foster support for political violence when this situation gives rise to feelings of alienation. This underscores the need for interventions aimed at the welfare of the unemployed and their integration into society.

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“…Mientras las anteriores teorías abogan por la auto-radicalización de los individuos, lo que se conoce como radicalización bottom-up, este modelo propone que la radicalización es iniciada por las organizaciones terroristas, esto es, un modelo top-down o, en otras palabras, los reclutadores son los encargados de radicalizar a los individuos. En consecuencia, este modelo, centrado en el reclutamiento y/o movilización de jóvenes, propone siete fases a través de las cuales los individuos son inducidos y guiados por los manipuladores (reclutadores): 1) identificación del individuo en entornos críticos; 2) captación del individuo en desequilibrio anímico; 3) sometimiento psicológico; 4) adoctrinamiento ideológico de corte político y religioso; 5) legitimación de la violencia; 6) adiestramiento para el ejercicio de la violencia; y 7) apoyo logístico para la ejecución de acciones violentas (Moyano et al, 2020).…”

Section: Conceptualización De La Radicalización En La Unión Europeaunclassified

La prevención de la radicalización violenta de corte yihadista en la Unión Europea

Rocha

2022

Rev. Derecho Comunitario Eur.

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Desde los atentados del 11 de septiembre de 2001, la prevención de la radicalización violenta se ha ido consolidando como parte de la estrategia de lucha contra el terrorismo. Cada vez son más los Estados de la sociedad internacional, incluidos los Estados miembros de la Unión Europea, los que consideran la radicalización violenta, especialmente de corte yihadista, un problema para su seguridad interna e internacional, prácticamente como la antesala del terrorismo, y diseñan medidas a nivel nacional y, también, en cooperación con otros Estados para hacerle frente. El objetivo de este trabajo consiste en examinar las características de la internacionalización de la prevención de la radicalización violenta de corte yihadista en el marco de la Unión Europea. Para ello, tras determinar el interés de los Estados miembros en cooperar en este ámbito, tradicionalmente de carácter nacional, se abordarán las cuestiones relativas a la indeterminación conceptual de la radicalización violenta. Posteriormente, se pretende identificar y caracterizar los mecanismos e instrumentos ideados para articular este nuevo espacio de cooperación y sus particularidades. Todo ello con el objetivo final de realizar una valoración de los retos que debe afrontar esta arquitectura de cooperación en la que los Estados miembros participan de manera cada vez más activa.

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Social inclusion level of Spanish and foreign adolescents: Proposal for an evaluation instrument

Cited by 9 publications

References 35 publications

Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

Social alienation as a bridge between unemployment and support for political violence.

La prevención de la radicalización violenta de corte yihadista en la Unión Europea

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