Relaciones entre empatía, conducta prosocial, agresividad, autoeficacia y responsabilidad personal y social de los escolares

  1. Gutiérrez Sanmartín, Melchor
  2. Escartí Carbonell, Amparo
  3. Pascual Baños, María del Carmen
Journal:
Psicothema

ISSN: 0214-9915

Year of publication: 2011

Volume: 23

Issue: 1

Pages: 13-19

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicothema

Abstract

Los objetivos de este estudio son, por una parte, presentar la versión española de diferentes instrumentos que evalúan Empatía, Conducta prosocial, Agresividad, Autoefi cacia y Responsabilidad personal y social; y, por otra, analizar qué variables podrían predecir la responsabilidad. Los participantes, 822 alumnos de 8 a 15 años, pertenecientes a 11 centros educativos de la Comunidad Valenciana, completaron versiones españolas del Index of Empathy for Children and Adolescents, la Prosocial Behaviour y la Physical and Verbal Aggression, la Multidimensional Scale of Perceived Self-Effi cacy y el Contextual Self-Responsibility Questionnaire. Mediante modelos de ecuaciones estructurales (SEM) se ha comprobado que Conducta prosocial, Empatía y Percepción de efi cacia predicen positivamente la Responsabilidad personal y social de los escolares, mientras que la Agresividad ha mostrado relaciones negativas con la Responsabilidad. Se discuten los resultados y sus implicaciones para la educación.

Bibliographic References

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  • Bandura, A. (2001). Guide for constructing self-efficacy scales (revised). Unpublished manuscript. Available from Albert Bandura, Stanford University.
  • Bandura, A. (2006). Adolescent development from an agentic perspective. En F. Pajares y T. Urdan (Eds.), Self-efficacy beliefs of adolescents (vol. 5, pp. 1-43). Greenwich, CT: Information Age Publishing.
  • Bandura, A., Caprara, G.V., Barbaranelli, C., Gerbino, M., y Pastorelli, C. (2003). Impact of affective self regulatory efficacy on diverse spheres of functioning. Child Development, 74, 1-14.
  • Benson, P.L. (2003). Developmental assets and asset-building community: Conceptual and empirical foundations. En R.M. Lerner y P.L. Benson (Eds.), Developmental assets and asset building communities: Implications for research, policy, and practice (pp.19-43). New York: Kluwer Academic/Plenum Publishers.
  • Benson, P.L., Scales, P.C., Hamilton, S.F., y Sesma, A. (2006). Positive youth development: Theory, research and applications. En R.M. Lerner -(Ed.), Theoretical models of human development. Handbook of child psychology (pp. 894-941). Hoboken, NJ: Wiley.
  • Bentler, P.M. (2005). EQS program manual. Encino, CA: Multivariate Software, Inc.
  • Bryant, B.K. (1982). An index of empathy for children and adolescents. Child Development, 53, 413-425.
  • Caprara, G.V., y Pastorelli, C. (1993). Early emotional instability, prosocial behaviour and aggression: Some methodological aspects. European Journal of Personality, 7, 19-36.
  • Caprara, G.V., y Steca, P. (2005). Effective and social self-regulatory efficacy beliefs as determinants of positive thinking and happiness. European Psychologist, 10, 275-286.
  • Catalano, R.F., Berglund, M.L., Ryan, J.A., Lonczak, H.S., y Hawkins, D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591, 98-124.
  • Eisenberg, N., y Fabes, R.A. (1998). Prosocial development. En W. Damon y N. Eisenberg (Ed.), Handbook of child psychology: vol. 3. Social, emotional and personality development (pp. 701-778). New York: Wiley.
  • Cecchini, J.A., Montero, J., y Peña, J.V. (2003). Repercusiones del programa de intervención para desarrollar la responsabilidad personal y social de Hellison sobre los comportamientos de fair-play y el auto-control. Psicothema, 15, 631-637.
  • De la Fuente, J., Peralta, F.J., y Sánchez, M.D. (2009). Autorregulación personal y percepción de los comportamientos escolares desadaptativos. Psicothema, 21, 548-554.
  • Del Barrio, V., Aluja, A., y García, L.F. (2004). Bryant's empathy index for children and adolescents: Psychometric properties in the Spanish language. Psychological Reports, 95, 257-262.
  • Eccles, J., y Gootman, J.A. (2002). Community programs to promote youth development. Washington, DC: National Academies Press.
  • Eisenberg, N., Zhou, Q., Spinrad, T.L., Valiente, C., Fabes, R., y Liew, J. (2005). Relations among positive parenting, children's effortful control, and externalizing problems: A three-wave longitudinal study. Child Development, 76, 055-1071.
  • Escartí, A., Pascual, C., y Gutiérrez, M. (2005). Responsabilidad personal y social a través de la educación física y el deporte. Barcelona: Graó.
  • Finney, S.J., y DiStefano, C. (2006). Non-normal and categorical data in SEM. En G.R. Hancock y R.O. Mueller (Eds.), Structural Equation Modeling: A second course. Greenwich, CO: Information Age Publishing.
  • Ford, J., MacCallum, R., y Tayt, M. (1986). The application of factor analysis in psychology: A critical review and analysis. Personnel Psychology, 39, 291-314.
  • Garaigordobil, M., y García, P. (2006). Empatía en niños de 10 a 12 años. Psicothema, 18, 180-186.
  • Gestsdottir, S., y Lerner, R.M. (2008). Positive development in adolescence: The development and role of intentional self-regulation. Human Development, 51, 202-224
  • Hambleton, R.K. (2005). Issues, designs and technical guidelines for adapting test into multiple languages and cultures. En R.K. Hambleton, P.F. Merenda y C.D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). New Jersey: Lawrence Erlbaum.
  • Hellison, D. (1985). Goals and strategies for teaching physical education. Champaign, IL: Human Kinetics.
  • Hellison, D. (2003). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.
  • Kaplan, D. (2000). Structural equation modeling: Foundations and extensions. Thousand Oaks, CA: Sage
  • Lerner, R.M. (2004). Diversity in individual context relations as the basis for positive development across the life span: A developmental systems perspective for theory, research and application. Research in Human Development, 1, 327-346.
  • Lerner, R.M., Lerner, J.V., Almerigi, J., Theokas, C., Phelps, E., Gestsdottir, S., et al. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth grade adolescents: Findings from the first wave of the 4-H study of positive youth development. Journal of Early Adolescence, 25, 17-71.
  • Lerner, R.M., Schwartz, S.J., y Phelps, E. (2009). Problematics of time and timing in the longitudinal study of human development: Theoretical and methodological issues. Human Development, 52, 44-68.
  • Lynn, M. (1986). Determination and quantification of content validity. Nursing Research, 35, 382-385.
  • Marsh, H.W., Balla, J.R., y McDonald, R.P. (1988). Goddness-of-fit indices in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 102, 391-410.
  • McMahon, S., Wernsman, J., y Parnes, A. (2006). Understanding prosocial behavior: The impact of empathy and gender among African American adolescents. Journal of Adolescent Health, 39, 135-137.
  • Merenda, P.F. (2007). Psychometrics and psychometricians in the 20th and 21st centuries: How it was in the 20th century and how it is now. Perceptual and Motor Skills, 104, 3-20.
  • Mestre, M.V., Frías, M.D., y Samper, P. (2004). La medida de la empatía: análisis del Interpersonal Reactivity Index. Psicothema, 16, 255-260.
  • Mestre, M.V., Samper, P., y Frías, M.D. (2002). Procesos cognitivos y emocionales predictores de la conducta prosocial y agresiva: la empatía como factor modulador. Psicothema, 14, 227-232.
  • Nunnally, J.C. (1978). Psychometric theory. New York: McGraw-Hill.
  • Pittman, K.J., Irby, M., Tolman, J., Yohalem, N., y Ferber, T. (2001). Preventing problems, promoting development, encouraging engagement: Competing priorities or inseparable goals? http://www.forumforyouthinvestment.org/preventproblems.pdf.
  • Roth, J.L., y Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practice. Applied Developmental Science, 7, 94-111.
  • Seligman, M., y Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14.
  • Tabachnick, B.G., y Fidell, L.S. (2007). Using multivariate statistics (5a ed.). Boston, MA: Pearson Education.
  • Watson, D.L., Newton, M., y Kim, M. (2003). Recognition of values-based constructs in a summer physical activity program. The Urban Review, 35, 217-231.
Data source: Dialnet