Información del artículo
Abstract
This study analyzed the relationship between aggressive behavior and self-concept in a sample of 2,022 Spanish students (51.09% males) of Compulsory Secondary Education, ranging in age from 12 to 16 years. Aggressive behavior was assessed using the Teenage Inventory of Social Skills (TISS), and selfconcept was assessed with the Self-Description Questionnaire II (SDQ-II). Logistic regression analyses showed that adolescents with aggressive behavior were more likely to perceive their relationship with their parents as negative, show little interest in verbal activities, be less sincere, and have lower self-esteem than their non-aggressive peers. Furthermore, despite models varied according to sex and grade, in most cases adolescents with high aggressive behavior also showed a higher probability of perceiving their relation with peers of the same sex in a negative way, being less interested in school domains and showing higher emotional instability than their non-aggressive counterparts. Non-expected results were obtained regarding the perceptions about interactions with peers of the opposite sex and physical appearance. Results are discussed attending to their practical implications.
Keywords:
adolescence
aggressive behavior
secondary education
self-concept
Resumen
Este estudio analizó la relación entre la conducta agresiva y el autoconcepto en una muestra de 2.022 estudiantes españoles (51,09% varones) de Educación Secundaria Obligatoria (ESO) de 12 a 16 años. La conducta agresiva fue evaluada con el Teenage Inventory of Social Skills (TISS) y el autoconcepto mediante el Self-Description Questionnaire II (SDQ-II). Los análisis de regresión logística mostraron que los adolescentes con comportamientos agresivos presentaron mayor probabilidad de percibir las relaciones con sus padres como negativas, mostrarse poco interesados por las tareas verbales, ser menos sinceros y tener una autoestima más baja. Asimismo, pese a que los modelos variaron en función del sexo y el curso, en la mayoría de los casos los estudiantes con alta conducta agresiva también presentaron una mayor probabilidad de percibir de forma negativa sus relaciones con los compañeros del mismo sexo, estar menos interesados por las materias escolares y ser emocionalmente más inestables que sus compañeros no agresivos. Se obtuvieron resultados inesperados en cuanto a las relaciones con los compañeros del sexo opuesto y a la percepción de atractivo físico. Los resultados son analizados atendiendo a sus implicaciones prácticas.
Palabras clave:
adolescencia
autoconcepto
conducta agresiva
educación secundaria
El Texto completo está disponible en PDF
References
[Alvarez-Garcia et al., 2007]
D. Alvarez-Garcia, L. Alvarez, J.C. Nuñez, J.L. Gonzalez- Pienda, P. Gonzalez-Castro, A. Bernardo.
La mejora de la convivencia desde los centros educativos a traves de la educacion en resolucion de conflictos [School's improvement of coexistence through education in conflict resolution].
Aula Abierta, 35 (2007), pp. 3-8
[Andreu et al., 2009]
J.M. Andreu, M.E. Peña, J.M. Ramirez.
Cuestionario de Agresion Reactiva y Proactiva: Un instrumento de medida de la agresion en adolescentes [Reactive and Proactive Aggression Questionnaire: An instrument to assess aggression in adolescents].
Revista de Psicopatologia y Psicologia Clinica, 14 (2009), pp. 37-49
[Barry et al., 2007]
C.T. Barry, S.J. Grafeman, K.K. Adler, J.D. Pickard.
The relations among narcissism, self-esteem, and delinquency in a sample of at-risk adolescents.
Journal of Adolescence, 30 (2007), pp. 933-942
[Becker and Luthar, 2007]
B.E. Becker, S.S. Luthar.
Peer-perceived admiration and social preference: Contextual correlates of positive peer regard among suburban and urban adolescents.
Journal of Research on Adolescence, 17 (2007), pp. 117-144
[Cava et al., 2006]
M.J. Cava, G. Musitu, S. Murgui.
Familia y violencia escolar: el rol mediador de la autoestima y la actitud hacia la autoridad institucional [Family and school violence: The mediator role of self-esteem and attitudes towards institutional authority].
Psicothema, 18 (2006), pp. 367-373
[Craven et al., 2003]
R.G. Craven, H.W. Marsh, P. Burnett.
Cracking the self-concept enhancement conundrum. A call and blueprint for the next generation of self-concept enhancement research.
International advances in self research, pp. 91-126
[Diaz-Aguado et al., 2004]
M.J. Diaz-Aguado, R. Martinez-Arias, G. Martin-Seoane.
Prevencion de la violencia y la lucha contra la exclusion desde la adolescencia [Violence prevention and struggle against exclusion through adolescence].
Instituto de la Juventud. Ministerio de Trabajo y Asuntos Sociales, (2004), pp. 21-88
[Diaz-Aguado and Martin-Seoane, 2011]
M.J. Diaz-Aguado, G. Martin-Seoane.
Convivencia y aprendizaje escolar en la adolescencia desde una perspectiva de genero [School coexistence and learning in adolescence from a gender perspective].
Psicothema, 23 (2011), pp. 252-259
[Dijkstra et al., 2010]
J.K. Dijkstra, A.H.N. Cillessen, S. Lindenberg, R. Veenstra.
Same-gender and cross-gender likeability: Associations with popularity and status enhancement.
Journal of Early Adolescence, 30 (2010), pp. 773-802
[Dijkstra et al., 2009]
J.K. Dijkstra, S. Lindenberg, F.C. Verhulst, J. Ormel, R. Veenstra.
The relation between popularity and aggressive, destructive, and norm-breaking behaviors: moderating effects of athletic abilities, physical attractiveness, and prosociality, Journal of Research on Adolescence.
, 19 (2009), pp. 401-413
[Dodge et al., 2006]
K.A. Dodge, J.D. Coie, D. Lynam.
Aggression and antisocial behavior in youth.
Handbook of child psychology.Vol. 3 Social, Emotional, and personality development, pp. 719-788
[Elboj et al., 2009]
C. Elboj, A. Flecha, T. Iñiguez.
Modelos de atraccion y eleccion de la poblacion adolescente y su relacion con la violencia de genero. Propuesta para su prevencion en base a los principios metodologicos de las comunidades de aprendizaje [Attraction and election models in adolescence population and their relationship with gender violence. A proposal for its prevention based on methodological principles of learning communities].
Contextos Educativos, 12 (2009), pp. 95-114
[Estevez et al., 2006]
E. Estevez, B. Martinez, G. Musitu.
La autoestima en adolescentes agresores y victimas en la escuela: La perspectiva multidimensional [Self-esteem in aggressive and victimized adolescents at school: the multidimensional perspective].
Intervencion Psicosocial, 15 (2006), pp. 223-232
[Estevez et al., 2008]
E. Estevez, S. Murgui, G. Musitu.
Psychosocial adjustment in aggressors, pure victims and aggressive victims at school.
European Journal of Education and Psychology, 1 (2008), pp. 33-44
[Estevez et al., 2008a]
E. Estevez, S. Murgui, G. Musitu, D. Moreno.
Adolescent aggression: effects of gender and family and school environments.
Journal of Adolescence, 31 (2008), pp. 433-450
[Estevez et al., 2008b]
E. Estevez, S. Murgui, G. Musitu, D. Moreno.
Clima familiar, clima escolar y satisfaccion con la vida en adolescentes [Family climate, school climate, and life satisfaction in adolescents].
Revista Mexicana de Psicologia, 25 (2008), pp. 119-128
[Estevez et al., 2005]
E. Estevez, G. Musitu, J. Herrero.
The influence of violent behavior and victimization at school on psychological distress: the role of parents and teachers.
Adolescence, 40 (2005), pp. 183-196
[Farmer et al., 2003]
T.W. Farmer, D.B. Estell, M.-C. Leung, H. Trott, J. Bishop, B.D. Cairns.
Individual characteristics, early adolescent peer affiliations, and school dropout: An examination of aggressive and popular group types.
Journal of School Psychology, 41 (2003), pp. 217-232
[Felix et al., 2008]
V. Felix, M. Soriano, C. Godoy, I. Martinez.
Prevencion de la violencia y promocion de la convivencia escolar en la Comunitat Valenciana (Plan PREVI) [Violence prevention and promotion of prosocial responses in schools at Comunitat Valenciana (Plan PREVI)].
Aula abierta, 36 (2008), pp. 97-110
[Fernandez-Millan, 1998]
J.M. Fernandez-Millan.
Mejora de la autoimagen de los menores al realizar una tarea prosocial [Self-concept improvement in under aged when doing a pro-social task].
Intervencion Psicosocial, 7 (1998), pp. 255-264
[Garaigordobil et al., 2003]
M. Garaigordobil, S. Cruz, J.I. Perez.
Analisis correlacional y predictivo del autoconcepto con otros factores conductuales, cognitivos y emocionales de la personalidad durante la adolescencia [A correlational and predictive analysis of self-concept with other behavioral, cognitive and emocional factors of personality during adolescence].
Estudios de Psicologia, 24 (2003), pp. 113-134
[Garaigordobil et al., 2005]
M. Garaigordobil, A. Dura, J.I. Perez.
Sintomas psicopatologicos, problemas de conducta y autoconceptoautoestima: Un estudio con adolescentes de 14 a 17 años [Psychopathological symptoms, behavior problems and self-concept/self-esteem: A research with adolescents from 14 to 17 years old].
Anuario de Psicologia Clinica y de la Salud, 1 (2005), pp. 53-63
[Garcia-Fernandez et al., 2006]
J.M. Garcia-Fernandez, M.S. Torregrosa, C.J. Ingles, C. Ruiz-Esteban, Y. Pastor, F. Martinez-Zaragoza, B. Delgado.
Analysis of the self-concept dimensionality in a Spanish sample of Secondary School students.
Document presented on the 26th Congress of Applied Psychology,
[Gomez-Vela et al., 2007]
M. Gomez-Vela, M.A. Verdugo, F. Gonzalez-Gil.
Calidad de vida y autoconcepto en adolescentes con necesidades educativas especiales y sin ellas [Quality of life and self-concept in adolescents with and without special educational needs].
Infancia y Aprendizaje, 30 (2007), pp. 523-536
[Gonzalez-Pienda et al., 2002]
J.A. Gonzalez-Pienda, J.A. Nuñez, S. Gonzalez-Pumariega, L. Alvarez, C. Roces, M. Garcia.
A structural equation model of parental involvement, motivational and aptitudinal characteristics, and academic achievement.
The Journal of Experimental Education, 70 (2002), pp. 257-287
[Gonzalez-Pienda et al., 1997]
J.A. Gonzalez-Pienda, J.C. Nuñez, S. Gonzalez-Pumariega, M.S. Garcia.
Autoconcepto, autoestima y aprendizaje escolar [Self-concept, self-esteem and school learning].
Psicothema, 9 (1997), pp. 271-289
[Guerin et al., 2003]
F. Guerin, H.W. Marsh, J.P. Famose.
Construct validation of the Self-Description Questionnaire II with a French sample.
European Journal of Psychological Assessment, 19 (2003), pp. 142-150
[Harter, 2006]
S. Harter.
The self.
Handbook of child psychology. Vol. 3 Social, Emotional, and personality development, pp. 505-570
[Hay, 2000]
I. Hay.
Gender self-concept profiles of adolescents suspended from high school.
Journal of Child Psychology and Psychiatry, 41 (2000), pp. 345-352
[Herrero et al., 2006]
J. Herrero, E. Estevez, G. Musitu.
The relationships of adolescent school-related deviant behavior and victimization with psychological distress: Testing a general model of the mediational role of parents and teachers across groups of gender and age.
Journal of Adolescence, 29 (2006), pp. 671-690
[Hoffman, 2003]
K.B. Hoffman.
The “dark” side of self-esteem: examining the relation between overly-positive self-perceptions and aggressive behavior in adolescents.
Unpublished doctoral dissertation, University of Notre Dame,
[Inderbitzen and Foster, 1992]
H.M. Inderbitzen, S.L. Foster.
The Teenage Inventory of Social Skills: Development, reliability, and validity.
Psychological Assessment, 4 (1992), pp. 451-459
[Inderbitzen and Garbin, 1992]
H.M. Inderbitzen, C.P. Garbin.
An investigation of the construct validity of the Teenage Inventory of Social Skills: A convergent multivariate approach.
Document presented on the annual meeting of the Association for the Advancement of Behavior Therapy,
[Ingles et al., 2007]
C.J. Ingles, B. Delgado, R. Bautista, M.S. Torregrosa, J.P. Espada, J.M. Garcia-Fernandez, et al.
Factores psicosociales relacionados con el consumo de alcohol y tabaco en adolescentes españoles [Psychosocial factors related to alcohol and tobacco consumption in Spanish adolescents].
International Journal of Clinical and Health Psychology, 2 (2007), pp. 403-420
[Ingles et al., 2010]
C.J. Ingles, B. Delgado, J.M. Garcia-Fernandez, C. Ruiz-Esteban, A. Diaz-Herrero.
Sociometric types and social interaction styles in a sample of Spanish adolescents.
Spanish Journal of Psychology, 13 (2010), pp. 728-738
[Ingles et al., 2003]
C.J. Ingles, M.D. Hidalgo, F.X. Mendez, H.M. Inderbitzen.
The Teenage Inventory of Social Skills: Reliability and validity of the Spanish translation.
Journal of Adolescence, 26 (2003), pp. 505-510
[Ingles et al., 2008]
C.J. Ingles, M.C. Martinez-Monteagudo, B. Delgado, M.S. Torregrosa, J. Redondo, G. Benavides, et al.
Prevalencia de la conducta agresiva, conducta prosocial y ansiedad social en una muestra de adolescentes españoles: Un estudio comparativo [Prevalence of the aggressive behavior, prosocial behavior, and social anxiety in a sample of Spanish adolescents: A comparative study].
Infancia y Aprendizaje, 31 (2008), pp. 449-461
[Ingles et al., 2003]
C.J. Ingles, F.X. Mendez, M.D. Hidalgo, A.I. Rosa, C. Estevez.
Evaluacion de las habilidades sociales en educacion secundaria: Revision de cuestionarios, inventarios y escalas [Assessment of social skills in high school: a review of questionnaires, inventories and scales].
Psicologia Educativa, 9 (2003), pp. 71-87
[Ingles et al., 2009]
C.J. Ingles, Y. Pastor, M.S. Torregrosa, J. Redondo, J.M. Garcia-Fernandez.
Diferencias en funcion del genero y el curso academico en dimensiones del autoconcepto: Estudio con una muestra de adolescentes españoles [Gender and grade level differences in self-concept dimensions: study with a Spanish adolescence sample].
Anuario de Psicologia, 40 (2009), pp. 271-288
[Ingles et al., in press]
Ingles, C.J., Torregrosa, M.S., Hidalgo, M.D., Nuñez, J.C., Castejon, J.L., Garcia-Fernandez, J.M. et al. (in press). Validity evidence based on internal structure of scores on the Spanish version of the Self Description Questionnaire-II. Spanish Journal of Psychology.
[Jimerson and Ferguson, 2007]
S.R. Jimerson, P. Ferguson.
A longitudinal study of grade retention: Academic and behavioral outcomes of retained students through adolescence.
School Psychology Quarterly, 22 (2007), pp. 314-339
[Lopez-Saez et al., 2008]
M. Lopez-Saez, J.F. Morales, A. Lisbona.
Evolution of gender stereotypes in Spain: Traits roles.
The Spanish Journal of Psychology, 11 (2008), pp. 609-617
[Loveland et al., 2007]
J.M. Loveland, J.W. Lounsbury, D. Welsh, W. Buboltz.
The validity of physical aggression in predicting adolescent academic performance.
British Journal of Educational Psychology, 77 (2007), pp. 167-176
[Marcus, 2007]
R.F. Marcus.
Aggression and violence in adolescence.
Cambridge University Press, (2007),
[Marsh, 1992]
H.W. Marsh.
SDQ II: Manual.
Self Research Centre, University of Western Sydney, (1992),
[Marsh et al., 2003]
H.W. Marsh, R.G. Craven, D.M. McInerney.
International advances in self-research.
International advances in self research, pp. 3-14
[Marsh et al., 2004]
H.W. Marsh, R.H. Parada, V. Ayotte.
A multidimensional perspective of relations between self-concept (Self-Concept Questionnaire II) and adolescent mental health (Youth Self-Report).
Psychological Assessment, 16 (2004), pp. 27-41
[Marsh et al., 2001]
H.W. Marsh, R.H. Parada, A.S. Yeung, J. Healey.
Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of selfconcept.
Journal of Educational Psychology, 93 (2001), pp. 411-419
[Morales and Costa, 2001]
J.M. Morales, M. Costa.
La prevencion de la violencia en la infancia y la adolescencia. Una aproximacion conceptual integral [Violence prevention in childhood and adolescence. A conceptual and integral approach].
Intervencion Psicosocial, 10 (2001), pp. 221-239
[Musitu et al., 2007]
G. Musitu, E. Estevez, N. Emler.
Adjustment problems in the family and school contexts, attitude towards authority and violent behavior at school in adolescence.
Adolescence, 42 (2007), pp. 779-794
[Pastor et al., 2006]
Y. Pastor, I. Balaguer, M. Garcia-Merita.
Relaciones entre el autoconcepto y el estilo de vida saludable en la adolescencia media: un modelo exploratorio [The relationship between self-concept and a healthy lifestyle in adolescence: an exploratory model].
Psicothema, 18 (2006), pp. 18-24
[Pastor et al., 2003]
Y. Pastor, I. Balaguer, M.L. Garcia-Merita.
El autoconcepto y la autoestima en la adolescencia media: analisis diferencial por curso y genero [Self-concept and self-esteem in middle adolescence: a differential analysis by grade and gender].
Revista de Psicologia Social, 18 (2003), pp. 141-159
[Pössel and Häubler, 2004]
P. Pössel, B. Häubler.
Uebersetzung und Validierung der deutschen Version des “Teenage Inventory of Social Skills”. [Translation and validation approach of the German “Teenage Inventory of Social Skills”].
Zeitschrift fuer Kinder- und Jugendpsychiatrie, 32 (2004), pp. 37-43
[Rodriguez et al., 2006]
A. Rodriguez, A. Goñi, S. Ruiz de Azua.
Autoconcepto fisico y estilos de vida en la adolescencia [Physical self-concept and lifestyles in adolescence].
Intervencion Psicosocial, 15 (2006), pp. 81-94
[Rubin et al., 2006]
K.H. Rubin, W.M. Bukowski, J.G. Parker.
Peer interactions, relationships, and groups.
Handbook of child psychology. Vol. 3 Social, Emotional, and personality development, pp. 571-645
[Saab and Klinger, 2010]
H. Saab, D. Klinger.
School differences in adolescent health and wellbeing: Findings from the Canadian health behavior in school-aged children study.
Social Science & Medicine, 70 (2010), pp. 850-858
[Salmivalli, 1998]
C. Salmivalli.
Intelligent, attractive, well-behaving, unhappy: The structure of adolescents’ self-concept and its relations to their social behavior.
Journal of Research on Adolescence, 8 (1998), pp. 333-354
[Shavelson et al., 1976]
J. Shavelson, J.J. Hubner, G.C. Stanton.
Selfconcept: validation of construct interpretations.
Review of Educational Research, 46 (1976), pp. 407-442
[Taylor et al., 2007]
L.D. Taylor, P. Davis-Kean, O. Malanchuk.
Selfesteem, academic self-concept, and aggression at school.
Aggressive Behavior, 33 (2007), pp. 130-136
[Torregrosa et al., 2011]
M.S. Torregrosa, C.J. Ingles, E. Estevez, G. Musitu, J.M. Garcia-Fernandez.
Evaluacion de la conducta violenta en la adolescencia: revision de cuestionarios, inventarios y escalas en población española [Assessment of violent behavior in adolescence: Review of questionnaires, inventories, and scales in Spanish population].
Aula Abierta, 39 (2011), pp. 37-50
[Torregrosa et al., in press]
Torregrosa, M.S., Ingles, C.J., Garcia-Fernandez, J.M., Gazquez, J.J., Diaz-Herrero, A., & Bermejo, R.M. (in press). Conducta agresiva entre iguales y rendimiento academico en una muestra de adolescentes españoles [Aggressive behavior among peers and academic achievement in a sample of Spanish adolescents]. Behavioral Psychology/Psicologia Conductual.
[Trianes, 2000]
M.V. Trianes.
La violencia en contextos escolares [Violence in school contexts].
Aljibe, (2000),
[Verona et al., 2011]
E. Verona, S. Javdani, J. Sprague.
Comparing factor structures of adolescent psychopathology.
Psychological Assessment., (2011),
[Young and Sweeting, 2004]
R. Young, H. Sweeting.
Adolescent bullying, relationships, psychological well-being, and gender-atypical behavior: a gender diagnosticity approach.
Sex Roles, 50 (2004), pp. 525-537
Versión en castellano disponible en [Spanish version available at]: www.psychosocial-intervention.org
Copyright © 2011. Colegio Oficial de Psicólogos de Madrid
