Información del artículo
Resumen
Los modelos psicosociales del desarrollo en la adolescencia han apuntado hacia la importancia de considerar la interrelación entre los contextos significativos para el adolescente (familia, escuela y comunidad) en la compresión de su ajuste psicosocial. Sin embargo, pocos estudios han analizado la influencia conjunta de estos contextos en el desarrollo de un problema conductual específico como es la conducta violenta en las escuelas. Con el presente estudio se pretende explorar los nexos existentes entre la percepción del clima familiar, escolar y comunitario en la violencia escolar teniendo presente el papel del bienestar y malestar subjetivo del adolescente. Para poner a prueba estas relaciones múltiples se ha utilizado una muestra de 1795 adolescentes de ambos sexos con edades comprendidas entre los 11 y los 18 años. Los datos se analizaron mediante el cálculo de un modelo de ecuaciones estructurales, incluyendo un análisis multigrupo para alumnos rechazados y populares en el aula. Los resultados obtenidos apoyan las relaciones esperadas y el modelo resultante es equivalente para ambos tipos sociométricos. En la discusión se consideran las implicaciones de estos resultados para la intervención con adolescentes desde una perspectiva individual y contextual.
Palabras clave:
bienestar psicológico
clima percibido
estatus sociométrico
malestar psicológico
violencia escolar
Abstract
Psychosocial models of adolescent development have pointed to the importance of considering the interrelationship between relevant contexts (family, school and community) in understanding psychosocial adjustment. However, few studies have examined the combined influence of these contexts in the development of specific behavioral problems such as violent behavior in schools. The present study aims to explore the links between the perception of the family, school and community climate on school violence considering the role of subjective well-being and adolescent distress. To test these multiple relationships a sample of 1795 adolescents of both sexes aged between 11 and 18 has been used. Data were analyzed using a structural equation model, including a multi-group analysis for popular and rejected students in the classroom. The results support the expected relationships and the resulting model is equivalent for both sociometric status. The discussion considers the implications of these findings for intervention with adolescents from an individual and contextual perspective.
Keywords:
distress
perceived climate
school violence
sociometric status
subjective well-being
El Texto completo está disponible en PDF
Referencias
[Andreou, 2000]
E. Andreou.
Bully/Victim problems and their association with psychological constructs in 8-to 12-year old Greek schoolchildren.
Aggressive Behavior, 26 (2000), pp. 49-56
[Atienza et al., 2000]
F.L. Atienza, D. Pons, I. Balaguer, M. García-Merita.
Propiedades psicométricas de la escala de satisfacción con la vida en adolescentes.
Psicothema, 12 (2000), pp. 314-320
[Baños and Guillén, 2000]
R.M. Baños, V. Guillén.
Psychometrics characteristics in normal and social phobic samples for a Spanish version of de Rosenberg Self-Esteem Scale.
Psychological Reports, 87 (2000), pp. 269-274
[Barnown et al., 2005]
S. Barnown, M. Lucht, H.J. Freyberger.
Correlates of aggressive and delinquent conduct problems in adolescence.
Aggressive Behavior, 31 (2005), pp. 24-39
[Batista and Coenders, 2000]
J.M. Batista, G. Coenders.
Modelos de ecuaciones estructurales [Structural Equation Models].
La Muralla, (2000),
[Blaya et al., 2006]
C. Blaya, E. Debardieux, R. del Rey, R. Ortega.
Clima y violencia escolar.
Un estudio comparativo entre España y Francia. Revista de Educación, 339 (2006), pp. 293-315
[Bentler and Wu, 2002]
P. Bentler, E. Wu.
EQS 6 for windows user's guide.
Multivariate Software, (2002),
[Boyd et al., 1997]
C.P. Boyd, E. Gullone, G.L. Needleman, T. Burt.
The Family Environment Scale: Reliability and normative data for an adolescent sample.
Family Process, 36 (1997), pp. 369-373
[Bronfenbrenner, 1979]
U. Bronfenbrenner.
The ecology of human development.
MA, Harvard University Press, (1979),
[Buelga et al., 2009]
S. Buelga, G. Musitu, S. Murgui.
Relaciones entre la reputación social y la agresión relacional en la adolescencia.
International Journal of Clinical and Health Psychology, 9 (2009), pp. 127-141
[Cava et al., 2007]
M.J. Cava, S. Murgui, G. Musitu.
Individual and social risk factors related to overt victimization in a sample of Spanish adolescents.
Psychological Reports, 101 (2007), pp. 275-290
[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.
Psicothema, 18 (2006), pp. 367-373
[Cava et al., 2010]
M.J. Cava, G. Musitu, S. Buelga, S. Murgui.
The relationships of family and classroom environments with peer relational victimization: An analysis of their gender differences.
The Spanish Journal of Psychology, 13 (2010), pp. 156-165
[Cerezo and Ato, 2010]
F. Cerezo, M. Ato.
Social status, gender, classroom climate and bullying among adolescents pupils.
Anales de Psicología, 26 (2010), pp. 137-144
[Chen et al., 2005]
X. Chen, L. Chang, Y. He, H. Liu.
The Peer Group as a Context: Moderating Effects on Relations Between Maternal Parenting and Social and School Adjustment in Chinese Children.
Child Development, 76 (2005), pp. 417-434
[Chipuer and Villegas, 2001]
H.M. Chipuer, T. Villegas.
Comparing the secondorder factor structure of the Family Environment Scale across husbands’ and wives’ perceptions of their family environment.
Family Process, 40 (2001), pp. 187-198
[Chung and Steinberg, 2006]
H.L. Chung, L. Steinberg.
Relations between neighborhood factors, parenting behaviors, peer deviance, and delinquency among serious juvenile offenders.
Developmental Psychology, 42 (2006), pp. 319-331
[Cohen and Williamson, 1988]
S. Cohen, G. Williamson.
Perceived stress in a probability sample of the United States.
The social psychology of health, pp. 31-67
[Coie et al., 1982]
J.D. Coie, K.A. Dodge, H. Coppotelli.
Dimensions and types of social status: A cross-age perspective.
Developmental Psychology, 18 (1982), pp. 557-570
[Cooley-Strickland et al., 2011]
M. Cooley-Strickland, T.J. Quille, R.S. Griffin, E.A. Stuart, C.P. Bradshaw, D. Furr-Holden.
Effects of youth's exposure to community violence: The MORE Project.
Psychosocial Intervention, 20 (2011), pp. 131-148
[Del Barrio et al., 2008]
C. Del Barrio, E. Martín, I. Montero, H. Gutiérrez, A. Barrios, M. De Dios.
Bullying and social exclusion in Spanish secondary schools: National trends from 1999 to 2006.
International Journal of Clinical and Health Psychology, 8 (2008), pp. 657-677
[Egan and Perry, 1998]
S.K. Egan, D.G. Perry.
Does low self-regard invite victimization?.
Developmental Psychology, 34 (1998), pp. 299-309
[Diener et al., 1985]
E. Diener, R. Emmons, R.J. Larsen, S. Griffin.
The Satisfaction With Life Scale.
Journal of Personalitiy Assessment, 49 (1985), pp. 71-75
[Diener et al., 1999]
E. Diener, E.M. Suh, R.E. Lucas, H.L. Smith.
Subjective well-being: Three decades of progress.
Psychological Bulletin, 125 (1999), pp. 276-302
[Echeburua, 1995]
E. Echeburua.
Evaluación y tratamiento de la fobia social.
Martínez Roca, (1995),
[Escriva et al., 2001]
M.V. Escriva, P.S. García, E. Pérez-Delgado.
Family climate and the development of self-concept. A longitudinal study in adolescent population.
Revista Latinoamericana de Psicología, 33 (2001), pp. 243-259
[Estévez et al., 2005]
E. Estévez, J. Herrero, G. Musitu.
El rol de la comunicación familiar y del ajuste escolar en la salud mental del adolescente.
Salud Mental, 28 (2005), pp. 81-89
[Estévez et al., 2006]
E. Estévez, B. Martínez, J. Herrero, G. Musitu.
Aggressive and non-aggressive rejected students: an analysis of their differences.
Psychology in the Schools, 43 (2006), pp. 387-400
[Estévez et al., 2006]
E. Estévez, B. Martínez, D. Moreno, G. Musitu.
Relaciones familiares, rechazo entre iguales y violencia escolar.
Cultura y Educación, 18 (2006), pp. 335-344
[Estévez et al., 2008]
E. Estévez, 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
[Estévez et al., 2008]
E. Estévez, S. Murgui, G. Musitu, D. Moreno.
Clima familiar, clima escolar y satisfacción con la vida en adolescentes.
Revista Mexicana de Psicología, 25 (2008), pp. 119-128
[Estévez et al., 2009]
E. Estévez, T.I. Jiménez, S. Murgui.
Factores psicosociales de riesgo asociados al comportamiento violento en la adolescencia: Un estudio con datos longitudinales.
XI Congreso Nacional de Psicología Social,
[Extremera et al., 2007]
N. Extremera, A. Durán, L. Rey.
Perceived emotional intelligence and dispositional optimism–pessimism: Analyzing their role in predicting psychological adjustment among adolescents.
Personaliy and Individual Differences, 42 (2007), pp. 1069-1079
[Felton and Shinn, 1992]
B. Felton, M. Shinn.
Social integration and social support: Moving “social support” beyond the individual level.
Journal of Community Psychology, 20 (1992), pp. 103-115
[Fernández-Ballesteros and Sierra, 1989]
R. Fernández-Ballesteros, B. Sierra.
Escalas de Clima Social FES, WES.
CIES y CES, TEA, (1989),
[Flisher et al., 2004]
A.J. Flisher, J. Evans, M. Muller, C. Lombard.
Brief report: Test–retest reliability of self-reported adolescent risk behaviour.
Journal of Adolescence, 27 (2004), pp. 207-212
[Gámez-Guadix and Almendros, 2011]
M. Gámez-Guadix, C. Almendros.
Witnessing Interparental Violence, Parenting Practices, and Childrens Long-Term Psychological Distress.
Psychosocial Intervention, 20 (2011), pp. 121-130
[Garnefski and Diekstra, 1997]
N. Garnefski, R.F.W. Diekstra.
Comorbidity of behavioral, emocional, and congnitive problems in adolescente.
Journal of Youth and Adolescence, 26 (1997), pp. 321-338
[Gifford-Smith and Brownell, 2003]
M.E. Gifford-Smith, C.A. Brownell.
Childhood peer relationships: Social acceptance, friendships, and social network.
Journal of School Psychology, 41 (2003), pp. 235-284
[Hawkins et al., 1992]
J.D. Hawkins, R.F. Catalano, J.Y. Miller.
Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention.
Psychological Bulletin, 112 (1992), pp. 64-105
[Herrero and Gracia, 2004]
J. Herrero, E. Gracia.
Predicting social integration in the community among college students.
Journal of Community Psychology, 32 (2004), pp. 707-720
[Herrero and Gracia, 2007]
J. Herrero, E. Gracia.
Measuring perceived community support: factorial structure, longitudinal invariance, and predictive validity of the PCSQ (Perceived Community Support Questionnaire).
Journal of Community Psychology, 35 (2007), pp. 197-217
[Herrero and Meneses, 2006]
J. Herrero, J. Meneses.
Short Web-based versions of the perceived stress (PSS) and Center for Epidemiological Studies-Depression (CESD) Scales: a comparison to pencil and paper responses among Internet users.
Computers in Human Behavior, 22 (2006), pp. 830-848
[Hodges et al., 1997]
E.V.E. Hodges, M.J. Malone, D.G. Perry.
Individual risk and social risk as interacting determinants of victimization in the peer group.
Developmental Psychology, 33 (1997), pp. 1032-1039
[Hodges and Perry, 1999]
E.V.E. Hodges, D.G. Perry.
Personal and interpersonal antecedents and consequences of victimization by peers.
Journal of Personality and Social Psychology, 76 (1999), pp. 677-685
[Hull et al., 2008]
P. Hull, B. Kilbourne, M. Reece, B. Husaini.
Community involvement and adolescent mental health: moderating effects of race/ethnicity and neighborhood disadvantage.
Journal of Community psychology, 36 (2008), pp. 534-551
[Ingoldsby et al., 2006]
E.M. Ingoldsby, D.S. Shaw, E. Winslow, M. Schonberg, M. Gilliom, M.M. Criss.
Neighborhood disadvantage, parent-child conflict, neighborhood peer relationships, and early antisocial behavior problem trajectories.
Journal of Abnormal Child Psychology, 34 (2006), pp. 293-309
[Jessor, 1993]
R. Jessor.
Succesful adolescent development among youth in high-risk settings.
American Psychology, 48 (1993), pp. 117-126
[Jiménez, 2011]
T.I. Jiménez.
Autoestima de riesgo y protección: una mediación entre el clima familiar y el consumo de sustancias en adolescentes.
Psychosocial Interven-tion, 20 (2011), pp. 53-61
[Jiménez et al., 2009]
T.I. Jiménez, G. Musitu, M.J. Ramos, S. Murgui.
Community involvement and victimization at school: an analysis through family, personal and social adjustment.
Journal of Community Psychology, 37 (2009), pp. 959-974
[Jiménez et al., 2008]
T.I. Jiménez, G. Musitu, S. Murgui.
Funcionamiento familiar y consumo de sustancias en adolescentes: El rol mediador de la autoestima.
Internacional Journal of Clinic and Health Psychology, 8 (2008), pp. 139-151
[Klicpera and Gasteiger-Klicpera, 1996]
A.C. Klicpera, B.G. Gasteiger-Klicpera.
Die Situation von ‘Tätern’ und ‘Opferm’ aggressiver Handlungen in der Schule.
Praxis der Kinderpsychologie und inderpsychiatrie, 45 (1996), pp. 2-9
[Lehalle et al., 2004]
H. Lehalle, C. Aris, S. Buelga, G. Musitu.
Développement socio-cognitif et jugement moral De Kohlberg à la recherche des déterminants de la différenciation du développement moral.
L’Orientation Scolaire et Professionnelle, 33 (2004), pp. 289-314
[Little et al., 2003]
T.D. Little, C.C. Henrich, S.M. Jones, P.H. Hawley.
Disentangling the “whys” from the “whats” of aggressive behaviour.
International Journal of Behavioral Development, 27 (2003), pp. 122-133
[Lucas et al., 2011]
B. Lucas, R. Pulido, I. Solbes.
Violencia entre iguales en Educación Primaria: el papel de los compañeros y su relación con el estatus sociométrico.
Psicothema, 23 (2011), pp. 245-251
[Martínez, 1996]
R.A. Martínez.
Familia y educación. Fundamentos teóricosy metodológicos.
Servicio de Publicaciones de la Universidad de Oviedo, (1996),
[Martínez et al., 2007]
M. Martínez, S. Buelga, M.J. Cava.
La satisfacción con la vida en la adolescencia y su relación con la autoestima y el ajuste escolar.
Anuario de Psicología, 38 (2007), pp. 293-303
[Meadows et al., 2006]
S.O. Meadows, J.S. Brown, G.H. Elder.
Depressive symptoms, stress, and support: gendered trajectories from adolescence to young adulthood.
Journal of Youth and Adolescence, 35 (2006), pp. 93-103
[Meehan et al., 2003]
B.T. Meehan, J.N. Hughes, T.A. Cavell.
Teacherstudent relationships as compensatory resources for aggressive children.
Child development, 74 (2003), pp. 1145-1157
[Moos and Moos, 1981]
R.H. Moos, B.S. Moos.
Family Environment Scale Manual.
Consulting Psychologist Press, (1981),
[Moos et al., 1984]
R.M. Moos, B.S. Moos, E.J. Trickett.
FES, WES y CES. Escalas de clima social.
TEA Ediciones, (1984),
[Moos and Trickett, 1973]
R.H. Moos, E.J. Trickett.
Classroom Environment Scale manual.
Consulting Psychologist Press, (1973),
[Moreno et al., 2009]
D. Moreno, E. Estévez, S. Murgui, G. Musitu.
Relación entre el clima familiar y el clima escolar: El rol de la empatía, la actitud hacia la autoridad y la conducta violenta en la adolescencia.
International Journal of Psychology and Psychological Therapy, 9 (2009), pp. 123-136
[Mrug and Windle, 2009]
S. Mrug, M. Windle.
Mediators of neighborhood influences on externalizing behavior in preadolescent children.
Journal of Abnormal Child Psychology, 31 (2009), pp. 265-280
[Musitu et al., 2001]
G. Musitu, S. Buelga, M. Lila, M.J. Cava.
Familia y adolescencia: Un modelo de análisis e intervención psicosocial.
Síntesis, (2001),
[Musitu et al., 2007]
G. Musitu, E. Estévez, N. Emler.
Adjustment problems in the family and school contexts, attitude towards authority and violent behaviour at school in adolescence.
Adolescence, 42 (2007), pp. 779-794
[Oliva et al., 2002]
A. Oliva, A. Parra, I. Sánchez.
Relaciones con padres e iguales como predictores del ajuste emocional y conductual durante la adolescencia.
Apuntes de Psicología, 20 (2002), pp. 225-242
[Olweus, 2001]
D. Olweus.
Peer harassment: A critical analysis and some important issues.
Peer harassment in school: The plight of the vulnerable and victimized, pp. 3-20
[Overbeek et al., 2008]
G. Overbeek, H. Zeevalkink, A. Vermulst, R.H.J. Scholte.
Peer victimization, self-esteem, and ego resilience types in adolescents: a prospective analysis of person-context interactions.
Social Development, 19 (2008), pp. 270-284
[Parke, 2004]
R.D. Parke.
Development in family.
Annual Review of Psychology, 55 (2004), pp. 365-399
[Povedano et al., 2011]
A. Povedano, L.B. Hendry, M.J. Ramos, R. Varela.
Victimización Escolar: Clima familiar.
Autoestima y Satisfacción con la Vida desde una Perspectiva de Género. Psychosocial Intervention, 20 (2011), pp. 5-12
[Prinstein and Cillessen, 2003]
M.J. Prinstein, A.H.N. Cillessen.
Forms and functions of adolescent peer aggression associated with high levels of peer status.
Merrill-Palmer Quarterly, 49 (2003), pp. 310-342
[Radloff, 1977]
L.S. Radloff.
The CES-D scale: A self-report depression scale for research in the general population.
Applied Psychological Measurement, 1 (1977), pp. 385-401
[Ritakallio et al., 2005]
M. Ritakallio, R. Kaltiala-Heino, J. Kivivuori, M. Rimpelä.
Brief report: Delinquent behaviour and depression in middle adolescence: a Finnish community sample.
Journal of Adolescence, 28 (2005), pp. 155-159
[Reddy et al., 2003]
R. Reddy, J.E. Rhodes, P. Mulhall.
The influence of teacher support on student adjustment in the middle school years: A latent growth curve study.
Development and Psychopathology, 15 (2003), pp. 119-138
[Remor, 2006]
E. Remor.
Psychometric Properties of a European Spanish Version of the Perceived Stress Scale (PSS).
The Spanish Journal of Psychology, 9 (2006), pp. 86-93
[Rosenberg, 1965]
M. Rosenberg.
Society and the adolescent selfimage.
Princeton University Press, (1965),
[Schwartz and Pollishuke, 1995]
S. Schwartz, M. Pollishuke.
Aprendizaje activo.
Narcea, (1995),
[Vieno et al., 2007]
A. Vieno, M. Nation, D.D. Perkins, M. Santinello.
Civic participation and the development of adolescent behavior problems.
Journal of Community Psychology, 35 (2007), pp. 761-777
[Vitterso et al., 2005]
J. Vitterso, R. Biswas-Diener, E. Diener.
The divergent meanings of life satisfaction: Item response modeling of the satisfaction with life scale in Greenland and Norway.
Social Indicators Research, 74 (2005), pp. 327-348
[Wilcox et al., 1998]
H. Wilcox, T. Field, M. Prodromidis, F. Scafidi.
Correlations between BDI and CES-D in a sample of adolescent mothers.
Adolescence, 33 (1998), pp. 565-574
[Woodward and Fergusson, 1999]
L.J. Woodward, D.M. Fergusson.
Childhood peer relationship problems and psychosocial adjustment in late adolescence.
Journal of Abnormal Child Psychology, 27 (1999), pp. 87-104
[Wu et al., 2009]
C.H. Wu, L.H. Chen, Y.M. Tsai.
Longitudinal invariance analysis of the satisfaction with life scale.
Personality and Individual Differences, 46 (2009), pp. 396-401
Copyright © 2012. Colegio Oficial de Psicólogos de Madrid
