¡all good! The challenge of improving interpersonal relationships in colombian schooling adolescents.
Main Article Content
Keywords
Interpersonal relationships, Empathy, Social goals, Social self-efficacy, Social and normative adjustment
Abstract
Interpersonal relationships between adolescents are relevant in learning and school coexistence. The individual and contextual dimensions that influence interpersonal relationships among adolescents were analyzed. Participants were 1084 adolescents (52.8% women) from Colombia, aged between 11 and 19 years (M= 14.9, SD= 1.89). The psychometric properties of the scales used were analyzed. A model of structural equations informed the relationships and influences of empathy, prosociality, social goals, social self-efficacy and normative adjustment on social adjustment. Optimal psychometric properties were found for the scales and adequate adjustments of the explanatory model; this indicated that empathy, prosociality and social self-efficacy with peers predict the quality of interpersonal relationships. It highlights the negative influence of social selfefficacy with teachers towards the quality of relationships, and of the normative adjustment on social performance with peers. Guidelines for the development of prosociality and empathy are discussed.
References
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Day, K., Hamm, J., Lambert, K., & Farmer, T. (2014). Social Integration and Students’ Perceptions of the Transition to Middle School. Journal of Educational and Developmental Psychology, 4(1), 10-26. doi:10.5539/jedp.v4n1p10
Decety, J., & Svetlova, M. (2012). Putting together phylogenetic and ontogenetic perspectives on empathy. Developmental Cognitive Neuroscience, 2(1), 1-24. doi: 10.1016/j.dcn.2011.05.003
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Del Rey, R., Ortega, R., & Feria I., (2008). Riesgos de la violencia escolar. Revista Informe de Investigaciones Educativas, 22(2), 257-273.
Dupont S., Galand B., Nils F., & Hospel V. (2014). Social Context, Self-perceptions and Student Engagement: A SEM investigation of the selfsystem model of motivational development (SSMMD). Electronic Journal of Research in Educational Psychology, 12(1), 5-32
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Elledge, L. C., Williford, A., Boulton, A., J., DePaolis, K., J., Little, T., D., & Salmivalli, C. (2013). Individual and Contextual Predictors of Cyberbullying: The Influence of Children’s Provictim Attitudes and Teachers’ Ability to Intervene. Journal of Youth and Adolescence, 42(5), 698-710. DOI: 10.1007/s10964-013-9920-x
Fernández-Pinto I., López-Pérez B., & Márquez M., (2008). Empatía: Medidas, teorías y aplicaciones en revisión. Anales de Psicología, 24(2), 284-298.
Flora, D. V., & Curran, P. J. (2004). An Empirical Evaluation of Alternative Methods of Estimation for Confirmatory Factor Analysis With Ordinal Data. Psychological Methods, 9(4), 466-491. doi:10.1037/1082-989X.9.4.466
García, F. J., Sureda, I., & Monjas, Mª I. (2010). El rechazo entre iguales en la Educación Primaria: Una panorámica general. Anales de Psicología, 26(1), 123-136.
Gilman, R., & Anderman, E. M. (2006). The relationship between relative levels of motivation and intrapersonal, interpersonal, and academic functioning among older adolescents. Journal of School Psychology, 44(5), 375-391. https://doi.org/10.1016/j.jsp.2006.03.004
Giddens A. (1984). The Constitution of Society: Outline of the Theory of Structuration. Cambridge: Polity/Berkeley: Univ. Calif. Press.
Gómez-Ortiz, O., Romera, E., & Ortega-Ruiz, R. (2017). Multidimensionalidad de la competencia social: Medición del constructo y su relación con los roles del bullying. Revista de Psicodidáctica, 22(1). 37-44. doi.org/10.1016/S1136- 1034(17)30042-4
Gutiérrez, M., Escartí A., & Pascual C. (2011). Relaciones entre empatía, conducta prosocial, agresividad, autoeficacia y responsabilidad personal y social de los escolares. Psicothema, 23(1), 13-19.
Hamm, J. V., & Faircloth, B. S. (2005). The role of friendship in adolescents’ sense of school belonging. New Directions for Child and Adolescent Development, 107, 61-78. DOI:10.1002/cd.121
Hamm, J. V., Lambert, K., Agger, C. A., & Farmer, T. W. (2013). Promotive contexts of academic and social adjustment among rural African American early adolescent boys. Journal of Orthopsychiatry, 83, 278- 288. doi:10.1111/ajop.12030.
Hartup, W. W. (2005). Peer interaction: What causes what?. Journal of Abnormal Child Psychology, 33(3), 387-394.
Hay, D. F., Paine, A. L., Perra, O., Cook, K. V., Hashmi, S., Robinson, C., ... & Slade, R. (2021). Prosocial and aggressive behavior: a longitudinal study. Monographs of the society for research in child development, 86(2), 7-103.
Herrera, M., Romera, E., Ortega, R., & Gómez, O. (2016). Influence of Social Motivation, Self-perception of Social Efficacy and Normative Adjustment in the peer setting. Psicothema, 28(1), 32-39. doi:10.7334/ psicothema2015.135
Hinduja, S., & Patchin, J., W. (2013). Social Influences on Cyberbullying Behaviors Among Middle and High School Students. Journal of Youth and Adolescence, 42(5),711-722. doi:10.1007/s10964-012- 9902-4
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi. org/10.1080/10705519909540118
Jolliffe, D., & Farrington, D. P. (2006). Development and validation of the Basic Empathy Scale. Journal of Adolescence, 29(4), 589-611. https://doi.org/10.1016/j. adolescence.2005.08.010
Kingery, J. N., Erdley, C. A., & Marshall, K. C. (2011). Peer acceptance and friendship as predictors of early adolescents’ adjustment across the middle school transition. Merrill-Palmer Quarterly, 57(3), 215-243. DOI:10.1353/mpq.2011.0012
Kline, R. (2011). Principles and practice of Structural Equation Modeling. New York: Guildford Press.
La Greca, A. M., & López, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of Abnormal Child Psychology, 26(2), 83-94.
Lessard, L. M., Lawrence, S. E., & Puhl, R. M. (2021). Weight-based victimization and school performance in adolescence: Can teachers help reduce academic risks?. School Psychology, 36(1), 69.
Li, Y., & Wright, M. F. (2014). Adolescents’ Social Status Goals: Relationships to Social Status Insecurity, Aggression, and Prosocial Behavior. Journal of Youth and Adolescence, 43(1), 146-160. doi:10.1007/s10964-013-9939-z
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baesa, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. http://dx.doi.org/10.6018/ analesps.30.3.199361
Lorenzo-Seva, U., & Ferrando, P. J. (2006). FACTOR: A computer program to fit the exploratory factor analysis model. Behavioral Research Methods, Instruments and Computers, 38(1), 88-91. https://doi.org/10.3758/BF03192753
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Jan 13, 2022
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¡all good! The challenge of improving interpersonal relationships in colombian schooling adolescents. bol.redipe [Internet]. 2022 Jan. 13 [cited 2024 Jul. 17];11(1):472-88. Available from: https://revista.redipe.org/index.php/1/article/view/1655
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Author Biographies
Mauricio Herrera López, University of Narino, Colombia
Associate Professor, Department of Psychology, University of Nariño (Colombia). Doctor in Social and Legal Sciences, Researcher of the Psychology and Health group (Udenar) and of the LAECOVI "Laboratory of Studies on Coexistence and Prevention of Violence" of the University of Córdoba (Spain).
Eva Romera, University of Cordoba, Colombia
Associate Professor, Department of Psychology, University of Córdoba (Spain). Doctor in Applied Psychology. Director of the Master's Degree in Psychology Applied to Education and Social Welfare. Researcher at LAECOVI "Laboratory for Studies on Coexistence and Violence Prevention" at the University of Córdoba (Spain).
Rosario Ortega Ruiz, University of Cordoba, Colombia
Emeritus Professor, Department of Psychology, University of Córdoba (Spain). Doctor in Psychology. Director of LAECOVI "Laboratory of Studies on Coexistence and Violence Prevention" of the University of Córdoba (Spain). Associate Editor of the journal Educational Psychology. Co-editor of the journal Psychology, Society and Education.
How to Cite
1.
¡all good! The challenge of improving interpersonal relationships in colombian schooling adolescents. bol.redipe [Internet]. 2022 Jan. 13 [cited 2024 Jul. 17];11(1):472-88. Available from: https://revista.redipe.org/index.php/1/article/view/1655