¡Todo bien! El reto de mejorar las relaciones interpersonales en adolescentes escolarizados colombianos.
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Keywords
Relaciones interpersonales, Empatía, Metas sociales, Autoeficacia social, Ajuste social y normativo
Resumen
Las relaciones interpersonales entre adolescentes son relevantes en el aprendizaje y la convivencia escolar. Se analizó las dimensiones individuales y contextuales que influyen en las relaciones interpersonales entre adolescentes. Participaron 1084 adolescentes escolarizados (52.8% mujeres) del sur de Colombia, con edades entre 11 y 19 años (M=14.9; SD=1.89). Se analizaron las propiedades psicométricas de las escalas utilizadas. Un modelo de ecuaciones estructurales informó las relaciones e influencias de la empatía, prosocialidad, metas sociales, autoeficacia social y ajuste normativo sobre la calidad de sus relaciones interpersonales (ajuste social). Se encontraron óptimas propiedades psicométricas para las escalas y adecuados ajustes del modelo explicativo-predictivo; éste indicó que la empatía, prosocialidad y autoeficacia social con los compañeros predicen la calidad de las relaciones interpersonales. Resalta la influencia negativa de la autoeficacia social con profesores hacia la calidad de las relaciones, y del ajuste normativo sobre el desempeño social con compañeros. Se discuten orientaciones para el desarrollo de la prosocialidad y empatía.
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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.
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Casas, J. A., Ruiz-Olivares, R., & Ortega-Ruiz, R. (2013). Validation of the Internet and Social Networking Experiences. Questionnaire in Spanish adolescents. International Journal of Clinical and Health Psychology, 13(1), 40-48. doi. org/10.1016/S1697-2600(13)70006-1
Casas, J., Del Rey, R., & Ortega-Ruiz, R. (2013). Bullying and cyberbullying: Convergent and divergent predictor variables. Computers in Human Behavior, 29(3), 580-587. doi.org/10.1016/j. chb.2012.11.015
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Connolly, J. (1989). Social self-efficacy in adolescence: Relations with self concept, social adjustment, and mental health. Canadian Journal of Behavioral Science, 21(3), 258-269. http://dx.doi.org/10.1037/ h0079809
Córdoba, A., Del Rey, R., Casas, J., & Ortega, R. (2016). Valoración del alumnado de primaria sobre convivencia escolar: El valor de la red de iguales. Psicoperspectivas, 15(2), 78-89. Doi:10.5027/psicoperspectivas-Vol15- Issue2-fulltext-760
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
Delgado-Rico, E., Carretero-Dios., H., & Ruch, W. (2012). Content validity evidences in test development: An applied perspective. International Journal of Clinical and Health Psychology, 12(3), 449-460.
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
Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In W. Damon y N. Eisenberg (Eds.), Handbook of Child Psychology: Social, Emotional and Personality Development (Vol. 3, pp. 646-718). Nueva York: John Wiley y Sons.
Elosua-Oliden P., & Zumbo, B. D. (2008). Coeficientes de fiabilidad para escalas de respuesta categórica ordenada. Psicothema, 20(4), 896-901.
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
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Jan 13, 2022
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¡Todo bien! El reto de mejorar las relaciones interpersonales en adolescentes escolarizados colombianos. 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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Biografía del autor/a
Mauricio Herrera López, Universidad de Nariño, Colombia
Profesor Asociado, Departamento de Psicología, Universidad de Nariño (Colombia). Doctor en Ciencias Sociales y Jurídicas, Investigador del grupo Psicología y Salud (Udenar) y del LAECOVI “Laboratorio de Estudios sobre Convivencia y Prevención de la Violencia” de la Universidad de Córdoba (España).
Eva Romera, Universidad de Córdoba, Colombia
Profesora Titular, Departamento de Psicología, Universidad de Córdoba (España). Doctora en Psicología Aplicada. Directora del Máster en Psicología Aplicada a la Educación y el Bienestar Social. Investigadora del LAECOVI “Laboratorio de Estudios sobre Convivencia y Prevención de la Violencia” de la Universidad de Córdoba (España).
Rosario Ortega Ruiz, Universidad de Córdoba, Colombia
Profesora Emérita, Departamento de Psicología, Universidad de Córdoba (España). Doctora en Psicología. Directora del LAECOVI “Laboratorio de Estudios sobre Convivencia y Prevención de la Violencia” de la Universidad de Córdoba (España). Editora Asociada de la revista Educational Psychology. Co-editora de la revista Psychology, Society and Education.
Cómo citar
1.
¡Todo bien! El reto de mejorar las relaciones interpersonales en adolescentes escolarizados colombianos. 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