多元文化背景下同伴受害:自尊和情绪影响的结构模型

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2015-06-01 DOI:10.1016/j.pse.2015.02.002

Antonio J. Rodríguez-Hidalgo , Rosario Ortega-Ruiz , Claire P. Monks

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引用次数: 16

摘要

本研究考察了一个整合个人和文化受害的结构模型，以确定受害对情绪和个人自尊和文化自尊的影响。从英国(n = 322)和西班牙(n = 863)的13所中学招募了1185名青少年样本。参与者完成了一系列自我报告问卷。对初始模型进行验证性因子分析(CFA)，然后进行结构方程建模(SEM)。文化受害对文化自尊产生间接的负向影响，进而对情绪状态产生间接的负向影响，其中介是个人受害及其对个人自尊产生的负向影响。只有对文化多数来说，他们存在的百分比才构成文化受害受害者和文化自尊影响之间的中介变量。研究结果与现有文献和干预/预防工作的影响有关，以处理多元文化学校的受害和歧视。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Peer-victimisation in multi-cultural contexts: A structural model of the effects on self-esteem and emotions

This study examined a structural model which integrated personal and cultural victimisation in order to identify the effects of victimisation on emotions and personal and cultural self-esteem. A sample of 1,185 adolescents from 13 secondary schools in England (n = 322) and Spain (n = 863) was recruited. Participants completed a battery of self-report questionnaires. A Confirmatory Factor Analysis (CFA) conducted regarding the initial model and then Strucutural Equations Modelling (SEM). Cultural victimisation had an indirect negative effect on cultural self-esteem and in consequence on emotional state, mediated by personal victimisation and the negative impact it produced on personal self-esteem. Only for the cultural majority did the percentage of their presence constitute a mediator variable between being a victim of cultural victimisation and the effect on cultural self-esteem. The results are discussed in relation to the extant literature and the implications for the intervention/prevention work to deal with victimisation and discrimination in multi-cultural schools.

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.