Resiliencia como factor de protección hacia las creencias y actitudes violentas de estudiantes universitarios del ámbito educativo

  1. Gavín Chocano, Óscar 1
  2. Molero, David 1
  3. Ocaña-Moral, María Teresa 1
  4. Checa-Domene, Lara 2
  1. 1 Universidad de Jaén, España
  2. 2 Universidad de Granada, España
Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2023

Volumen: 21

Número: 61

Páginas: 499-522

Tipo: Artículo

DOI: 10.25115/EJREP.V21I61.8696 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Resumen

The justification of violence based on gender and minorities is supported on differential socialization processes, so that resilience against the phenomena of violence in the university is very important. It constitutes a collective resource for coping with situations of violence. 406 university students (n=406), from the University of XXXX (Spain), of whom 77.8% were female and 22.2% male, with a mean age of 23.68 years (±7.03) have participated in this research. The instruments used were: The 14-Item Resilience Scale (RS-14) and the Questionnaire of Attitudes towards Diversity and Violence (CADV). The aim was to determine the relationship between Resilience and attitudes towards diversity and violence of university students. Results show that, regarding gender, in the dimensions justification of violence and sexist beliefs, men present higher rates, while, in personal competence, where women obtained higher scores (p<.05). Regression analysis confirms the predictive value of personal competence on acceptance of self and life and tolerant beliefs and the rejection of violence. Findings suggest important and necessary implications for enhancing prevention and intervention strategies on violent attitudes in the university context.

Referencias bibliográficas

  • Abuhammad, S., Alnatour, A., y Howard, K. (2020). Intimidation and bullying: A school sur-vey examining the effect of demographic data. Heliyon, 6(7), e04418. https://doi.org/10.1016/j.heliyon.2020.e04418
  • Beattie, T. S., Smilenova, B., Krishnaratne, S., y Mazzuca, A. (2020). Mental health problems among female sex workers in low- and middle-income countries: A systematic review and meta-analysis. PLoS medicine, 17(9), e1003297. https://doi.org/10.1371/journal.pmed.1003297
  • Bisquerra, R., Pérez-González, J., y García-Navarro, E. (2015). Inteligencia emocional en edu-cación. Editorial Síntesis.
  • Bjärehed, M., Thornberg, R., Wänström, L., y Gini, G. (2020). Mechanisms of moral disen-gagement and their associations with indirect bullying, direct bullying, and pro-aggressive bystander behavior. Journal of Early Adolescence, 40(1), 28-55. https://doi.org/10.1177/0272431618824745
  • Borges, L. J., Heine, J. A., y Dell'Aglio, D. D. (2020). Personal and contextual predictors for adolescent dating violence perpetration. Acta Colombiana de Psicología, 23(2), 449-459. http://www.doi.org/10.14718/ACP.2020.23.2.16
  • Carmona-Halty, M., Salanova, M., Llorens, S., y Schaufeli, W. B. (2021). Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement. Curr. Psychol. 40, 2938-2947. https://doi.org/10.1007/s12144-019-00227-8
  • Castro, W. R. A., Giraldo, M. L., y Mosquera, M. E. M. (2021). Violencia simbólica en Insti-tuciones de Educación Superior. Experiencia de docentes de una Universidad Pública co-lombiana. Revista Colombiana de Ciencias Sociales, 12(1), 140-164. https://doi.org/10.21501/22161201.3392
  • Chan, K. L., Straus, M. A., Brownridge, D. A., Tiwari, A., y Leung, W. C. (2008). Prevalence of dating partner violence and suicidal ideation among male and female university stu-dents worldwide. Journal of Midwifery & Women’s Health, 53(6), 529-537. https:// doi.org/10.1016/j.jmwh.2008.04.016
  • Choe, D. E., Zimmerman, M. A., y Devnarain, B. (2012). Youth violence in South Africa: exposure, attitudes, and resilience in Zulu adolescents. Violence and Victims, 27(2), 166-181. http://www.doi.org/10.1891/0886-6708.27.2.166
  • Contador, M. (2001). Percepción de violencia escolar en estudiantes de enseñanza media. Psykhe, 10(1). Recuperado a partir de http://www.cuadernos.info/index.php/psykhe/article/view/19441
  • Copeland, D., y Henry, M. (2018). The relationship between workplace violence, perceptions of safety, and professional quality of life among emergency department staff members in a level 1 trauma centre. International Emergency Nursing, 39, 26-32. https://doi.org/10.1016/j.ienj.2018.01.006
  • Delgado-Morán, J. J., Jiménez-Reina, J., y Jiménez-Reina, R. (2020). Seguridad cooperativa como medida de prevención y respuesta de la Unión Europea. Revista Científica General José María Córdova, 18(29), 61-85. https://doi.org/10.21830/19006586.520
  • Díaz-Aguado, M.G., Martínez-Arias, R., y Martín-Seoane, G. (2004). Prevención de la violen-cia y lucha contra la exclusión desde la adolescencia. Madrid. Instituto de la Juventud.
  • Duan, L., Shao, X., Wang, Y., Huang, Y., Miao, J., Yang, X., y Zhu, G. (2020). An investiga-tion of mental health status of children and adolescents in china during the outbreak of COVID-19. Journal of affective disorders, 275, 112-118. https://doi.org/10.1016/j.jad.2020.06.029
  • Feddes, A. R., Mann, L., y Doosje, B. (2015). Increasing self‐esteem and empathy to prevent violent radicalization: a longitudinal quantitative evaluation of a resilience training fo-cused on adolescents with a dual identity. Journal of Applied Social Psychology, 45(7), 400-411. https://doi.org/10.1111/jasp.12307
  • Fínez, M. J., y Morán, C. (2014). Resiliencia y autoconcepto: Su relación con el cansancio emocional en adolescentes. International Journal of Developmental an Education Psy-chology. 1(6), 289-296. https://doi.org/10.17060/ijodaep.2014.n1.v6.746.
  • Garaigordobil, M., Aliri, J., y Martínez-Valderrey, V. (2013). Justificación de la violencia du-rante la adolescencia: Diferencias en función de variables sociodemográficas. European Journal of Education and Psychology, 6(2), 83-93. https://doi.org/10.1989/ejep.v6i2.105
  • Garcés-Prettel, M., Vázquez-Miraz, P., y Santoya-Montes, Y. (2022). Justificación y actitudes de los estudiantes hacia la violencia en las universidades colombianas. Pedagogía Social, Revista Inter-universitaria, 40, 131-147. https://doi.org/10.7179/PSRI_2022.40.08
  • García-León, M. A., González-Gómez, A., Robles-Ortega, H., Padilla, J. L, y Peralta-Ramírez, M. I. (2019). Propiedades psicométricas de la Escala de Resiliencia de Connor y David-son (CD-RISC) en población española. Anales de Psicología, 35(1), 33-40. https://doi.org/10.6018/analesps.35.1.31411.
  • García-Vesga, M. C., y Domínguez-de la Ossa, E. (2013). Desarrollo teórico de la Resiliencia y su aplicación en situaciones adversas: Una revisión analítica. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 11 (1), 63-77.
  • Gínez-Silva, M.J., Morán-Astorga, C., y Urchaga-Litago, J.D. (2019). Resiliencia psicológica a través de la edad y el sexo. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología, 1, monográfico 3, 85-94.
  • https://doi.org/10.17060/ijodaep.2019.n1.v4.1513
  • Lin, M., Wolke, D., Schneider, S., y Margraf, J. (2020). Bullying history and mental health in university students: The mediator roles of social support, personal resilience, and self-efficacy. Frontiers in Psychiatry, 10, Article 960. https://doi.org/10.3389/fpsyt.2019.00960
  • López-Martínez, M. P. (2021). Algunos modelos para explicar la violencia y la agresión. Estu-dios en Seguridad y Defensa, 16(31), 53-74. https://doi.org/10.25062/1900-8325.289
  • Martínez-Hoyos, M. F., Guerrero-Buchely, A. M. y Pantoja-Obando, D. M. (2022). Violencia basada en género en el contexto universitario desde la perspectiva de los estudian-tes. Revista De Psicología Universidad De Antioquia, 13(1). https://doi.org/10.17533/udea.rp.e343261
  • Medero, F. B., Mackwicz, J., Szarota, Z., y Pérez-Jorge, D. (2021). Educación para la paz, la equidad y los valores. Ediciones Octaedro.
  • Méndez, I., Ruiz Esteban, C., Martínez, J. P., y Cerezo, F. (2019). Ciberacoso según caracte-rísticas sociodemográficas y académicas en estudiantes universitarios. Revista Española de Pedagogía, 77(273), 261-276. https://doi.org/10.22550/REP77-2-2019-06
  • Momeñe, J., y Estévez, A. (2019). El papel de la resiliencia en la dependencia emocional y el abuso psicológico [The role of resilience in emotional dependence and psychological abu-se]. Revista española de drogodependencias, 1(44), 28-43.
  • Ozaki, R., y Otis, M. D. (2017). Gender equality, patriarchal cultural norms, and perpetration of intimate partner violence: Comparison of male university students in Asian and Euro-pean cultural contexts. Violence Against Women, 23(9), 1076-1099. https://doi.org/ 10.1177/1077801216654575
  • Pacheco, M. (2015). Actitud hacia la violencia contra la mujer en la relación de pareja y el cli-ma social familiar en adolescentes. Interacciones, 1(1), 29-44
  • Pérez-Martínez, V., Sánchez-SanSegundo, M., Ferrer-Cascales, R., Lordan, O., Bowes, N., y Vives-Cases, C. (2021). Psychometric Properties and Confirmatory Factor Analysis of the Spanish Version of the Maudsley Violence Questionnaire among Adolescent Stu-dents. International Journal of Environmental Research Public Health, 18, 8225. https://doi.org/10.3390/ijerph18158225
  • Pörhölä, M., Cvancara, K., Kaal, E., Kunttu, K., Tampere, K., y Torres, M. B. (2020). Bully-ing in university between peers and by personnel: cultural variation in prevalence, forms, and gender differences in four countries. Social Psychology of Education, 23(1), 143-169. (2020). https://doi.org/10.1007/s11218-019-09523-4
  • Ramos-Rodríguez, I., y Aranda-Beltrán, C. (2020). Violencia y acoso escolar: diferencias por sexo y edad en estudiantes universitarios mexicanos. CIENCIA UNEMI, 13(34), 84-93. https://doi.org/10.29076/issn.2528-7737vol13iss34.2020pp84-93p
  • Rescorla, L. A., Blumenfeld, M. C., Ivanova, M. Y., y Achenbach, T. M. (2019). International Comparisons of the Dysregulation Profile Based on Reports by Parents, Adolescents, and Teachers. Journal of clinical child and adolescent psychology, 48(6), 866-880. https://doi.org/10.1080/15374416.2018.1469090
  • Romera, E. M., Ortega-Ruiz, R., Runions, K., y Falla, D. (2021). Moral disengagement strate-gies in online and offline bullying. Psychosocial Intervention, 30(2), 85-93. https://doi.org/10.5093/pi2020a21
  • Rubio-Laborda, J. F., Almansa-Martínez, P., y Pastor-Bravo, M. (2021). Relaciones sexistas en la generación X y Millennials. Atencion primaria, 53(4), 101992. https://doi.org/10.1016/j.aprim.2021.101992
  • Sahgal, G., y Kimaiyo, T. (2020). Youth resilience to violent extremism: an evaluation of a mentorship intervention in Kenya. Journal for deradicalization, 24, 113-160.
  • Stone, L. L., Janssens, J. M., Vermulst, A. A., Van Der Maten, M., Engels, R. C., y Otten, R. (2015). The Strengths and Difficulties Questionnaire: psychometric properties of the par-ent and teacher version in children aged 4-7. BMC Psychology, 3(1), 4. https://doi.org/10.1186/s40359-015-0061-8
  • Stoneberg, D. M. (2019). Book Review: Journeys: Resilience and Growth for Survivors of Intimate Partner Abuse by Susan L. Miller. Dignity: A Journal of Analysis of Exploitation and Violence, 4. https://doi.org/23860/dignity.2019.04.03.04
  • Tlalolin, B. F. (2017). ¿Violencia o violencias en la universidad pública? Una aproximación desde una perspectiva sistémica. El Cotidiano, 206, 39-50.
  • Tsigkaropoulou, E., Douzenis, A., Tsotas, N., Ferentinos, P. Liappas, I., y Michopoulos, I. (2018). Greek version of the Connor-Davidson Resilience Scale: Psychometric proper-ties in a simple of 546 subjects. In Vivo, 32, 1629-1634. https://doi.org/.21873/invivo.11424.
  • Valls, R., Puigvert, L., Melgar, P., y García-Yeste, C. (2016). Breaking the Silence at Spanish Universities: Findings from the First Study of Violence Against Women on Campuses in Spain. Violence against women, 22(13), 1519-1539. https://doi.org/10.1177/1077801215627511
  • Vázquez-Miraz, P., Medina-Reyes, M.F., Pastrana-Quintana, C.A., y Rincón-Socha, M.E. (2022). Sex Role Ideology of Students in a Colombian Engineering Faculty. Masculinities and Social Change, 11(1) 1-25. https://doi.org/10.17583/MCS.2022.8345
  • Zimmerman, M. A., Stoddard, S. A., Eisman, A. B., Caldwell, C. H., Aiyer, S. M., y Miller, A. (2013). Adolescent resilience: Promotive factors that inform prevention. Child de-veloment perspectives, 7(4), 215-220. https://doi.org/10.1111/cdep.12042
Fuente de los datos: Dialnet