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European Journal of Investigation in Health, Psychology and Education is published by MDPI from Volume 10 Issue 1 (2020). Previous articles were published by another publisher in Open Access under a CC-BY (or CC-BY-NC-ND) licence, and they are hosted by MDPI on mdpi.com as a courtesy and upon agreement with University Association of Education and Psychology.

Eur. J. Investig. Health Psychol. Educ., Volume 3, Issue 1 (April 2013) – 6 articles , Pages 5-74

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258 KiB

Open AccessArticle

The Influence of Gender in Usage of Democratic Values for Intercultural Educational Inclusion

by María Tomé Fernández and Emilio Berrocal De Luna

Eur. J. Investig. Health Psychol. Educ. 2013, 3(1), 51-64; https://doi.org/10.3390/ejihpe3010005 - 22 Mar 2013

Viewed by 546

Abstract

Nowadays, society is shaped by individuals of different religions, ethnics or cultures. In this situation, the usage of common values may be the guarantee of a successful coexistence. We call these values “democratic values” due to the guarantee efficacy of pluralist coexistence and intercultural education has a prior role in their transmission. We wonder if gender has an influence on intercultural education and the usage of those values. In this research, we aim analyze the relation between gender and usage of democratic values. We used a sample of 493 adolescents (48.70% female, 100% white, M_age=13.91%, SD=0.29) in Tromsø (Norway). Three sorts of democratic values were assessed (primary, secondary and tertiary values). Results conclude that female adolescents use these values in the intercultural practice more than male ones. Furthermore, male and female samples concur with considering the same value as the less used in the intercultural practice, their preferences differ in choosing the most used value. Full article

297 KiB

Open AccessArticle

Perception of School Life Skills in University Education: Comparative Analysis of the Construct Validity Between Spain and Brazil

by Juan A. Valdivieso, Miguel Ángel Carbonero, Luis Jorge Martín-Antón and Alvaci Freitas

Eur. J. Investig. Health Psychol. Educ. 2013, 3(1), 65-74; https://doi.org/10.3390/ejihpe3010006 - 19 Mar 2013

Cited by 2 | Viewed by 603

Abstract

This paper makes a theoretical and a descriptive analysis of the psycho-instructional profiles of the teaching styles of Higher Education teachers about social skills and competences directly related to the promotion of school co-existence. The main objective is establishing the comparative analysis of university teaching self-perceived of a sample of teachers of Spanish and Brazilian universities. From the construction and validation of a Likert scale of self-perceived teaching competence in university teaching (CEVES) we develop a conceptual model of professional variables of teaching competence in the Higher Education level, based on integrative approaches of Instructional and Positive Psychology. Through an expert judgment process and sampling of N=205 Higher Education professors in the field of Humanities and Social Sciences, we analyzed the self-perceptions results comparatively between spanish and brazilian universities in each of the variables. Full article

260 KiB

Open AccessArticle

Self-Esteem, Empathy and Aggressive Behavior in Adolescent Victims of Bullying “Face-to-Face”

by Maite Garaigordobil, Vanesa Martínez-Valderrey and Jone Aliri

Eur. J. Investig. Health Psychol. Educ. 2013, 3(1), 29-40; https://doi.org/10.3390/ejihpe3010003 - 17 Mar 2013

Cited by 18 | Viewed by 1025

Abstract

Problems of coexistence at school are very obvious in the classroom, not only hindering the progress of teaching-learning processes but also having nefarious consequences for human development. Within this context, the study had three goals: 1) To analyze possible differences in victimization as a function of gender and socio-economic-cultural level; 2) To study the relations between victimization and other variables such as self-esteem, empathy, and aggressiveness, exploring possible differences between victims and non-victims in these variables; and 3) To identify predictors of victimization, that is, being a victim of “face-to-face” bullying. The sample is made up of 178 participants aged between 13 and 15 years. A correlational design was used, administering four assessment instruments. Results confirmed a similar level of victimization in males and females. Moreover, analogous victimization was confirmed in the three socio-economic-cultural levels (low-medium-high). Adolescents of both sexes scoring high in victimization had significantly lower levels of self-esteem. However, no significant correlations were found between victimization (i.e., being a victim of “face-to-face” bullying) and empathy, or between victimization and aggressiveness (either impulsive or premeditated). Furthermore, regression analysis revealed two predictors of victimization: low self-esteem and lower age Full article

312 KiB

Open AccessArticle

School Aggression: Effects of Classroom Environment, Attitude to Authority and Social Reputation Among Peers

by Estefanía Estévez, Cándido J. Inglés and Mª Carmen Martínez-Monteagudo

Eur. J. Investig. Health Psychol. Educ. 2013, 3(1), 15-28; https://doi.org/10.3390/ejihpe3010002 - 15 Mar 2013

Cited by 9 | Viewed by 1491

Abstract

Several researches have demonstrated the relationship between social environment in the classroom and involvement in aggressive behaviours at school. Little is known, however, about the mechanisms explaining this link and intermediating factors that may be affecting such association. In this line, the aim of the present study was to examine the role played by attitude to authority and social reputation among peers; in other words, we analysed the influence of classroom environment, considering interactions with both teachers and other classmates, on aggressive behaviours at school, and treating attitude to authority and social reputation among peers as intermediating variables. The sample was composed of 1319 adolescents, ranging in age from 11 to 16 years (47% male). Participants were drawn from seven state secondary schools in Valencia (Spain). A structural equation model was tested using the EQS Program in order to analyse interactions among variables. Results revealed an indirect association between classroom environment and aggression through attitude to authority and social reputation, both of which were, in turn, directly related to school aggression. Practical implications of these findings are discussed in relation to school policies, teacher education programs and intervention practices with students in the classroom. Full article

160 KiB

Open AccessArticle

Socialization Styles Victims of Bullying

by Mª Isabel Polo del Río, Benito León del Barco, Teresa Gómez Carroza, Virginia Palacios García and Fernando Fajardo Bullón

Eur. J. Investig. Health Psychol. Educ. 2013, 3(1), 41-49; https://doi.org/10.3390/ejihpe3010004 - 12 Mar 2013

Cited by 5 | Viewed by 777

Abstract

An important area of study in bullying remains the analysis of the causes of the phenomenon and the factors that act as protective / risk in the cultural, social, personal, school and family. Socialization can be key protective factor or risk in the occurrence of school violence situations. With this research, using discriminant analysis we analyze that socialization variables have a higher discriminatory or better quantify the differences between the different levels of bullying victimization. The total sample consisted of 700 students adolescents, 43% males and 57% females with an average age of 13.98 years. We used the School Coexistence Questionnaire (Ombudsman, 2006) and BAS-3 (Battery socialization, self-assessment format) de Silva and Martorell (1989), consisting of 5 scales of socialization: Consideration for others, self in social relations, social withdrawal, social anxiety / shyness, and leadership. Our results confirm that high levels of victimization in bullying, would be characterized by high scores on social anxiety / shyness and social withdrawal. Full article

158 KiB

Open AccessArticle

Aggressors in Bullying and Disocial Behaviours

by Fuensanta Cerezo and Inmaculada Méndez

Eur. J. Investig. Health Psychol. Educ. 2013, 3(1), 5-14; https://doi.org/10.3390/ejihpe3010001 - 11 Mar 2013

Cited by 13 | Viewed by 769

Abstract

Several studies relate antisocial and aggressive behavior in adolescents. This work explores the relationship between aggression in bullying and other antisocial behaviors and analyzes de differences among bullying roles. A sample of 1239 Secondary School pupils from the Region of Murcia (Spain) completed an adaptation of the Drugs State Scale (ESTUDES) and the BULL-S Test for the sociometric evaluation of aggressiveness among pupils. Around 30% of the sample indicated that had consumed some type of drug and there were no differences by gender and more than 50% made some kind of dissocial behavior. Significant differences were found among the roles in bullying, highlighting a positive correlation among bully pupils, consume and antisocial behaviours. Those behaviours were related to personal, scholar and family risk actions as driving under alcohol effects, taking part in fights, being arrested by the police, running away from home for more than a full day or being thrown out of school for a full day or more. Meanwhile “having a conflict or an important quarrel with parents or siblings” do not showed significant differences. There were differences in the type of drug consumed between aggressors and victims. Full article

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Eur. J. Investig. Health Psychol. Educ., Volume 3, Issue 1 (April 2013) – 6 articles , Pages 5-74

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