Análisis del maltrato físico en la familia y su influencia en variables del contexto educativo

Santiago de Ossorno García, Javier Martín Babarro, Elisaveta Georgieva Kostova, Maria de la Paz Toldos Romero

Abstract


Este estudio analiza la relación entre el maltrato físico en el ámbito familiar y su influencia en variables del contexto educativo (rendimiento académico y conductas sociales). Participaron 2.852 estudiantes con edades comprendidas entre 12 y 17 años. Entre los resultados se destaca que el alumando maltratado en el ámbito familiar presenta un mayor número de materias reprobadas, menor nivel de aceptación social en el grupo de iguales así como un mayor grado de implicación en las dinámicas de acoso escolar, tanto en el rol de agresor como en el de víctima. Se discuten los resultados en relación con la importancia que tiene el tipo de socialización familiar basado en la coerción y el maltrato y el comportamiento del alumnado en el aula.


Keywords


Parental maltreatment; Academic performance; Bullying; Sociometric

References


Ahn, H.J., Garandeau, C.F., & Rodkin, P.C. (2010). Effects of classroom embeddedness and density on the social status of aggressive and victimized children. Journal of Early Adolescence, 30(1), 76-101. doi: 10.1177/0272431609350922

Alessio,V., Gianluca G., & Santinello, M. (2011). Different forms of bullying and their association to smoking and drinking behavior in Italian adolescents. Journal of School Health 81(7), 393-399. doi: 10.1111/j.1746-1561.2011.00607.x

Baker, S. K. (2012). Peer victimization as it relates to interparental conflict, friendship support and anxiety. Thesis Ph.D. Auburn University. Retreived from https://etd.auburn.edu/bitstream/handle/10415/2979/Baker%20Dissertation%202nd%20submission%203-13-2012.pdf?sequence=2

Baldry, A. C. (2003). Bullying in schools and exposure to domestic violence. Child Abuse and Neglect, 27(7), 713-732. doi: 10.1016/S0145-2134(03)00114-5

Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

Barboza, G. E., Schiamberg, L. B., Dohmke, J., Korzeniewski, S. J., Post, L. A., & Heraux, C. G. (2009). Individual characteristics and the multiple contexts of adolescent bullying: an ecological perspective. Journal of Youth and Adolescence, 38(1), 101-121. doi: 10.1007/s10964-008-9271-1

Berlin, L. J., Ispa, J. M., Fine, M. A., Malone, P. S., Brooks-Gunn, J., Brady- Smith, C., Ayoub, C., & Bay, Y. (2009). Correlates and Consequences of Spanking and Verbal Punishment for Low‐Income White, African American, and Mexican American Toddlers. Child Development, 80(5), 1403-1420. doi: 10.1111/j.1467-8624.2009.01341.x

Bierman, K. L. (2004). Peer rejection. Developmental processes and intervention strategies. New York, NY: Guilford Press

Brighi, A., Guarini, A., Melotti, G., Galli, S., & Genta, M. (2012). Predictors of victimization across direct bullying, indirect bullying and cyberbullying. Emotional and Behavioural Difficulties, 17(3/4), 375-388. doi: 10.1080/13632752.2012.704684

Carpenter, J. L., & Mendez, J. (2013). Adaptive and Challenged Parenting Among African American Mothers: Parenting Profiles Relate to Head Start Children's Aggression and Hyperactivity. Early Education and Development, 24(2), 233-252. doi: 10.1080/10409289.2013.749762

Carrell, S. E., & Hoekstra, M. L. (2009). Domino Effect. Education Next 9(3), 58-63. Retrieved from http://educationnext.org/files/domino_effect.pdf

Chermack, S. T., & Walton, M. A. (1999). The relationship between family aggression history and expressed aggression among college males. Aggressive Behavior, 25(4), 255-267. doi: 10.1002/(SICI)1098-2337(1999)25:4<255::AID-AB2>3.0.CO;2-U

Crick, N. R., & Bigbee, M.A. (1998). Relational and overt forms of peer victimization: a multiinformant approach. Journal of Consulting and Clinical Psychology, 66(2), 337-347. doi: 10.1037//0022-006X.66.2.337

Dekovic, M., Wissink, I.B., & Meijer, A.M. (2004). The role of family and peer relations in adolescent antisocial behaviour: comparison of four ethnic groups. Journal of Adolescence, 27(5), 497-514. doi: 10.1016/j.adolescence.2004.06.010

Díaz Aguado, M. J., Martínez Arias, R., & Martín Seoane, G. (2004). Prevención de la violencia y lucha contra la exclusión desde la adolescencia. Madrid: Instituto de la Juventud. Retreived from http://www.injuve.es/conocenos/ediciones-injuve/materiales-prevencion-de-la-violencia-y-lucha-contra-la-exclusion-desde-la-adolescencia-volumen1

Dodge, K., Lansford, J., Burks, V., Bates, J., Pettit, G., Fontaine, R., & Price, J. (2003). Peer rejection and social information processing factors in the development of aggressive behavior problems in children. Child Development, 74(2), 374-393. doi: 10.1111/1467-8624.7402004

Dweck, C.S., & Elliot, E.S. (1983). Achievement motivation. En P.H. Mussen y E.M. Hetherington (Eds.) Handbook of child psychology, vol. IV: Socialization, personality and social development (pp. 643-691). New York: Wiley.

Ferguson, C. J., San Miguel, C., & Hartley, R. D. (2009). A multivariate analysis of youth violence and aggression: the influence of family, peers, depression, and media violence. The Journal of Pediatrics, 155(6), 904-908. doi: 10.1016/j.jpeds.2009.06.021

Forster, M., Dyal, S. R., Baezconde-Garbabati, L., Chou, C., Soto, D. W., & Unger, J. B. (2013). Bullying victimization as a mediator of associations between cultural/familial variables, substance use, and depressive symptoms among Hispanic youth. Ethnicity & Health, 18(4), 415-432. doi: 10.1080/13557858.2012.754407

Gallardo, J. A., & Jiménez, M. (1997). Efectos del maltrato y del status sociométrico sobre la adaptación social y afectiva infantil. Psicothema, 9(1), 119-131. Retreived from http://www.psicothema.com/pdf/80.pdf

Garandeau, C.F., Ahn H.J., & Rodkin P.C. (2011). The social status of aggressive students across contexts: The role of classroom status hierarchy, academic achievement, and grade. Developmental Psychology ,47(6), 1699-1710. doi: 10.1037/a0025271

Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and social network. Journal of School Psychology, 41(4), 235-284. doi:10.1016/S0022-4405(03)00048-7

Jaffe, P., Wolfe, D. A., & Wilson, S. (1990). Children of Battered Women. Newbury Park, CA: Sage.

Martín Babarro J. (2011). Sociometría y exclusión en la Enseñanza Secundaria Obligatoria. Tesis Doctoral Inédita. Facultad de Psicología. Universidad Complutense de Madrid.

McCoy, K., Cummings, E., & Davies, P (2009). Constructive and destructive marital conflict, emotional security and children’s prosocial behavior. Journal of Child Psychology and Psychiatry, 50(3), 270-279. doi: 10.1111/j.1469-7610.2008.01945.x

Mueller, N., & Silverman, N. (1989). Peer relation in maltreated children. En D. Cicchetti & V. Carlson (Eds.), Child maltreatment: Theory and research on the causes and consequences of child abuse and neglect (pp. 529-578). Nueva York: Cambridge University Press. doi: 10.1111/1467-9566.ep10845016

Nation, M., Vieno, A., Perkins, D. D., & Santinello, M. (2008). Bullying in school and adolescent sense of empowerment: An analysis of relationships with parents, friends, and teachers. Journal of Community & Applied Social Psychology, 18(3), 211–232. doi: 10.1002/casp.921

Paulson, S., Marchant, G., & Rothlisberg, B. (1998). Early adolescents' perceptions of patterns of parenting, teaching, and school atmosphere: implications for achievement. Journal of Early Adolescence, 18(1), 5-26. doi: 10.1177/0272431698018001001

Peters, R., Johnson, R. J., Savage, C., Meshack, A., Espinoza, P., & Jefferson, T. (2010). Female and relationship devaluation among african american and latino american youth: is what's normal really normal?. Journal of Child & Adolescent Trauma 3(1), 13-24. doi: 10.1080/19361520903524189

Pong, S., Johnston, J., & Chen, V. (2010). Authoritarian parenting and asian school performance: insights from the U.S. and Taiwan. International Journal of Behavioral Development, 34(1), 62-72. doi: 10.1177/0165025409345073

Rodkin, P. C., Farmer, T. W., Pearl, R. R., & Van Acker, R. (2006). They’re cool: social status and group support for aggressive boys and girls. Social Development, 15(2), 175–204. doi: 10.1046/j.1467-9507.2006.00336.x

Salzinger, S., Feldman, R. S., Hammer, M., & Rosario, M. (1993). The effects of physical abuse on children’s social relationships. Child Development, 64(1), 169-187. doi: 10.2307/1131444

Shomaker, L. B., & Furman, W. (2009). Parent-adolescent relationship qualities, internal working models, and attachment styles as predictor of adolescents' interaction with friends. Journal of Social and Personal Relationships, 26(5), 579-603. doi: 10.1177/0265407509354441

Sternberg, K. J., Lamb, M. E., Greenbaum, C., Cicchetti, D., Dawud, S., Cortes, R. M., Krispin, O., & Lorey, F. (1993). Effects of domestic violence on children’s behavioral problems and depression. Developmental Psychology, 29(1), 44-52.

Sturge-Apple, M. L., Davies, P. T., & Cummings E. M. (2010). Typologies of family functioning and children’s adjustment during the early school years. Child Development, 81(4), 1320-1335. doi: 10.1111/j.1467-8624.2010.01471.x

Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying? Linking research to educational practice. Educational Researcher, 39(1), 38-47. doi: 10.3102/0013189X09357622

Vaillancourt, T., Hymel, S., & McDougall, P. (2003). Bullying is power: implications for school-based intervention strategies. Special issue: Journal of Applied School Psychology, 19(2), 157-176. doi: 10.1300/J008v19n02_10

Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45(4), 368-375. doi: 10.1016/j.jadohealth.2009.03.021

Wang, J., Nansel, T. R., & Iannotti, R. J. (2011). Cyber bullying and traditional bullying: Differential association with depression. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 48(4), 415. doi: 10.1016/j.jadohealth.2010.07.012

Watabe, A. (2011). The influence of parenting on children’s academic achievement: comparison between the United States and Japan. Thesis for the Degree Master of Arts in Psychology. California State University, Chico. Retrieved from http://scholarworks.calstate.edu/bitstream/handle/10211.4/347/4%2018%202011%20Akiko%20Watabe.pdf?sequence=1

Weiss, L. H., & Schwarz, J. C. (1996). The relationship between parenting types and older adolescents’ personality, academic achievement, adjustment, and substance use. Child Development, 67(5), 2101-2114. doi: 10.1111/j.1467-8624.1996.tb01846.x

Westbrook, T'Pring R., Harden, B. J., Holmes, A. K., Meisch, A. D., & Whittaker, J. V. (2013). Physical discipline use and child behavior problems in low-income, high-risk african american families. Early Education & Development, 24(6), 923-945. doi: 10.1080/10409289.2013.797327

Widom, C. S. (1989). Does violence beget violence? A critical examination of the literature. Psychological Bulletin, 106(1), 3-28. doi: 10.1037/0033-2909.115.2.287

Wodarski, J.S., Kurtz, P. D., Gaudin, J.M., & Howing, P.T. (1990). Maltreated and the school age child: Major academic, socioemotional, and adaptive outcome. Social Work, 35(6), 506-513. doi: 10.1093/sw/35.6.506

Zwaan, M., Dijkstra, J.K., & Veenstra, R. (2013). Status hierarchy, attractiveness hierarchy, and sex ratio. Three contextual factors explaining the status-aggression link among adolescents. International Journal of Behavioral Development, 37, 211-221. doi: 10.1177/0165025412471018


Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Santiago de Ossorno García, Javier Martín Babarro, Elisaveta Georgieva Kostova, Maria de la Paz Toldos Romero

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The IJP maintain the highest standards of quality and have an acceptance rate that ranges between 30% to 45% which the American Psychological Association considers an acceptable rate and its revision times ranges from 3 months minimum to 7 month maximum waiting time. The IJP uses the open journal system for submissions, review, and promulgation of the work of the interamerican psychologists. It is indexed in: Redalyc, Pepsic, DOAJ, SCOPUS.

Dedicada a expandir preservar y divulgar la Psicología de las Américas desde el 1967.