Psychosocial adjustment in aggressive popular and aggressive rejected adolescents at school

• Autores: Estefanía Estévez López, Nicholas Emler, María Jesús Cava Caballero, Cándido J. Inglés Saura
• Localización: Psychosocial Intervention, ISSN 1132-0559, Vol. 23, Nº. 1, 2014, págs. 57-67
• Idioma: inglés
• DOI: 10.5093/in2014a6
• Enlaces
  • Texto completo
• Dialnet Métricas: 11 Citas
• Resumen
  • español

    El objetivo del presente estudio fue comparar el perfil de adolescentes agresivos con distinto estatus sociométrico en el aula, populares o rechazados, con adolescentes de estatus sociométrico promedio y sin problemas de conducta documentados. Se compararon características a nivel intra-individual, familiar, escolar y social. Una muestra de 457 adolescentes de entre 11 y 18 años (48% chicas) participaron en el estudio. Las diferencias entre los grupos se examinaron a través de una serie de análisis multivariados de varianza y de función discriminante. Los resultados indicaron que aunque los adolescentes populares agresivos mostraron un mejor desempeño académico e integración social en la clase, sus niveles de ajuste emocional y familiar fueron tan negativos como los de los estudiantes rechazados agresivos. Ambos grupos informaron de actitudes negativas hacia la autoridad institucional de los profesores, así como el compromiso con una imagen social entre los iguales fundamentada en la reputación de rebeldía y no conformismo. Se discuten la implicación de los resultados y sugerencias para investigaciones futuras

  • English

    The purpose of the present study was to compare the profiles of aggressive adolescents who differed in social status in the classroom, popular vs. rejected, with those of adolescents of average sociometric status without documented behavior problems. The characteristics compared related to intra-individual, family, school, and social domains. A sample of 457 adolescents, aged 11 to 18 years old (48% girls), participated in the study. Differences between groups were examined via a series of multivariate analyses of variance and discriminant function analyses. Results indicated that although aggressive popular adolescents revealed more academic involvement and social integration in the classroom, their levels of emotional and family adjustment were as adverse as those of aggressive rejected students. Both groups held negative attitudes towards the institutional authority of teachers together with commitment to a social image based on a rebellious and nonconformist reputation among peers. Implications of the findings and suggestions for future research are discussed

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