Jiménez Teresa I, Estévez Estefanía
Universidad de Zaragoza, Spain.
Universidad Miguel Hernández de Elche, Spain.
Int J Clin Health Psychol. 2017 Sep-Dec;17(3):251-260. doi: 10.1016/j.ijchp.2017.07.002. Epub 2017 Aug 3.
The purpose of the present study was to analyse the role of family and classroom environments on the development of particular individual characteristics including level of empathy, attitude to institutional authority and perceived social reputation, and the mediational role these characteristics may play in school aggression. Relationships among variables were analysed by gender. Participants in the study were 1,494 Mexican adolescents aged 12 to 18, 45% male, and drawn from six secondary schools. Structural equation models were calculated to test mediational effects among variables. Findings obtained indicated that the level of empathy, the social reputation, and the attitude to authority mediated the relationship between the environment perceived by boys at home and school, and their aggressive behaviour at school. This mediation was partial for girls. Differences between genders and the importance of the adolescent-context interrelations in the explanation of their aggressive behaviour at school were discussed.
本研究的目的是分析家庭和课堂环境对特定个体特征发展的作用，这些特征包括同理心水平、对机构权威的态度和感知到的社会声誉，以及这些特征在校园攻击行为中可能起到的中介作用。研究还按性别分析了变量之间的关系。本研究的参与者为1494名12至18岁的墨西哥青少年，其中45%为男性，他们来自六所中学。通过计算结构方程模型来检验变量之间的中介效应。研究结果表明，同理心水平、社会声誉和对权威的态度在男孩对家庭和学校环境的感知与他们在学校的攻击行为之间起到了中介作用。这种中介作用对女孩来说是部分中介。文中讨论了性别差异以及青少年与环境的相互关系在解释他们在学校的攻击行为方面的重要性。
