Mera-Lemp María José, Bilbao Marian, Basabe Nekane
Faculty of Psychology, Universidad Alberto Hurtado, Santiago, Chile.
Faculty of Psychology, University of the Basque Country, Donostia-San Sebastián, Spain.
Front Psychol. 2020 Dec 10;11:613585. doi: 10.3389/fpsyg.2020.613585. eCollection 2020.
Latin-American immigration has transformed Chilean schools into new multicultural scenarios. Studies about intergroup dynamics among students from different cultural backgrounds and their psychological consequences are still limited in south-south migration contexts. Literature has suggested that intergroup relations influence students' satisfaction with school, and they could be improved by the development of competences to cope with cultural differences. This study aims to verify if cultural self-efficacy and its dimensions mediated the influence of prejudice on satisfaction with school, in a sample composed by = 690 Chilean and Latin-American immigrant secondary students. Results showed that cultural self-efficacy reduced the effect of prejudice in satisfaction with school, in the cases of both immigrant and Chilean students. The dimensions of cultural self-efficacy in processing information from other cultures and mixing with different others make the difference. Findings' contributions for the understanding of adolescents' intergroup relations and psychosocial interventions at school are discussed.
拉丁裔移民已将智利的学校转变为新的多元文化场景。在南南移民背景下，关于来自不同文化背景的学生群体间动态及其心理影响的研究仍然有限。文献表明，群体间关系会影响学生对学校的满意度，而通过培养应对文化差异的能力可以改善这种关系。本研究旨在验证文化自我效能感及其维度是否在偏见对学校满意度的影响中起中介作用，样本由690名智利和拉丁裔移民中学生组成。结果表明，在移民学生和智利学生中，文化自我效能感都降低了偏见对学校满意度的影响。处理来自其他文化的信息以及与不同他人交往的文化自我效能感维度起到了关键作用。本文讨论了这些研究结果对理解青少年群体间关系以及学校心理社会干预的贡献。
