Relationship between academic achievement and personal protective factors against school violence

Catalina Rodriguez-Pichardo, Mario Gonzalez Medina

Accepted August 31, 2021

First published August 31, 2021

Abstract

The objective of this investigation was to determine the relationship between academic achievement in Mathematics, and Language & Communication and the personal protective factors against violence at the high school level. The methodology used was non-experimental, quantitative, and correlational, with a sample of 4822 Mexican high school students. A structural equation modeling technique was applied to empirically validate a theoretical model that associates the studied variables (school violence, the type of school violence, personal protective factors, and academic achievement). To make this analysis, the database used was Achievement Evaluation from the National Educational System (ELSEN) corresponding to the National Plan for Evaluating Knowledge (PLANEA) 2017. Statistical analyses were conducted using SPSS 25 and AMOS 25 software. A modeling technique with structural equations was applied to verify the proposed model empirically. The results showed that academic achievement is directly and negatively related to violence at school. Also, the personal protective factor is related to violence: when the former increases, violence decreases. These results allowed to build and suggest strategies for prevention and intervention that promotes empathy, self-regulation, in addition to a system of decisions that will help reduce this violence phenomenon in high-school students.

References

ACOCK, A. (2013). Discovering structural equation modeling usingstata. Texas: College Station.
AGUILAR, I., DARROMAN, I., PERERA, L.S. & BENÍTEZ, B.(2008). Conocimientos de la ética de la investigación científica.Revista Cubana de Medicina General Integral, 24 (3),1-7.
ALFORD, Z. & WHITE, M.A. (2015). Positive school psychology.In M. White & S. Murray (Eds.), Evidence-based approaches inpositive education. Dordrecht: Springer.
ARASTAMAN, G. & BALCI, A. (2013). Investigation of high schoolstudents’ resiliency perception in terms of some variables.Educational Sciences: Theory and Practice, 13 (2), 922-928.
BELONOGOVA, E.V. & SVIRIDOVA, I.A. (2020). A regional modelto train mediators for the educational system of Kuzbass. Journalof Siberian Federal University. Humanities & Social Sciences, 13(9), 1449-1465. doi 10.17516/1997-1370- 0655
BISQUERRA, R., PÉREZ-GONZÁLEZ, J.C. & GARCÍA NAVARRO,E. (2015). Inteligencia emocional en educación. Madrid, E:Síntesis.
BRACKETT, M.A., KREMENITZER, J.P., MAURER, M.,CARPENTER, M., RIVERS, S.E. & ELBERTSON, N. (2011).Creating emotionally literate classrooms: An introduction to theRULER approach to social and emotional learning. Port Chester,NY: National Professional Resources.
CAUSTON, J., TRACY-BRONSON, C.P. & MacLEOD, K. (2015).Beyond treats and timeouts: humanistic behavioral supports ininclusive classrooms. International Journal of Whole Schooling,11 (1), 68-84.
CAVA, M.J., BUELGA, S., MUSITU, G. & MURGUI, S. (2010).Violencia escolar entre adolescentes y sus implicacionesen el ajuste psicosocial: un estudio longitudinal. Revista dePsicodidáctica, 15 (1), 21-34.
CICCHETTI, D. (2013). Annual research review: Resilientfunctioning in maltreated children: Past, present, and futureperspectives. Journal of Child Psychology and Psychiatry, 54, 402-422. 10.1111/j.1469-7610.2012.02608.x
COWIE, H. & FERNÁNDEZ, F.J. (2006). Ayuda entre iguales enlas escuelas: Desarrollo y retos. Electronic Journal of Research inEducation Psychology, 4 (9), 291-310.
DEL TRONCO, J., RAMÍREZ, A.M., SOTA, C.S., BAGGINI, I.& CERVANTES, R.M. (2013). La violencia en las escuelassecundarias de México. Una exploración de sus dimensiones,
México: FLACSO.DUGGINS, S.D., KUPERMINC, G.P., HENRICH, C.C., SMALLS-GLOVER, C. & PERILLA, J.L. (2016). Aggression amongadolescent victims of school bullying: Protective roles of familyand school connectedness. Psychology of Violence, 6 (2), 205-215.
GARAIGORDOBIL, M. (2015). Ciberbullying en adolescentes yjóvenes del País Vasco: Cambios con la edad. Anales de psicología,31 (3), 1069-1076.
GARCÍA-FERNÁNDEZ, M. & GIMÉNEZ-MAS, S.I. (2010). Lainteligencia emocional y sus principales modelos: Propuesta deun modelo integrador. Espiral. Cuadernos del profesorado, 3 (6),43-52.
GIBBONS, M.A. & ROSSI, M.A. (2015). Evaluación de impactode un programa de inclusión social y prevención de violenciaestudiantil. IDB Working Paper Series, No. IDB-WP-624.
GLEW, G.M., FAN, M.Y., KATON, W., RIVARA, F.P. & KERNIC,M.A. (2005). Bullying, psychosocial adjustment, and academicperformance in elementary school. Archives of Pediatrics &Adolescent Medicine, 159 (11), 1026-1031.
GONZÁLEZ, M.A. & TREVIÑO, D.C. (2018). Logro educativo yfactores asociados en estudiantes de sexto grado de educaciónprimaria en el estado de Nuevo León, México. Perfiles Educativos,40 (159), 107-125.
GUTIÉRREZ, R.B., SÁNCHEZ, M.M., ALBEROLA, M.C.R. &MONTAÑÉS, J. (2009). Los factores de protección frente a laconducta antisocial: ¿Explican las diferencias en violencia entrechicas y chicos? Revista Española de Investigación Criminológica:
REIC, 7, 1-15.JESSOR, R. (1993). Successful adolescent development among youthin high-risk settings. American Psychologist, 48, 117-127.
JULIO-MATURANA, C. (2017). Configurando identidad deaprendiz en la escuela: Obstáculos en la relación pedagógica ysu incidencia en procesos de deserción escolar temprana. RevistaLatinoamericana de Educación Inclusiva, 11 (1), 109-129.
LAPPONI, S.F. (2013). Resolución de conflictos en la escuela: Unaherramienta para la cultura de paz y la convivencia. ContextosEducativos. Revista de Educación, 3, 91-106.
KAISER, H.F. (1974). An index of factorial simplicity. Psychometrika,39, 31-36.
doi.org/10.1007/BF02291575
LARSON, K.E., NGUYEN, A.J., SOLIS, M.G.O., HUMPHREYS,A., BRADSHAW, C.P. & JOHNSON, S.L. (2020). A systematicliterature review of school climate in low and middle-incomecountries. International Journal of Educational Research, 102,101606, 1-20.
LIMBER, S.P. & OLWEUS, D. (2017). Lessons learned from scaling-up the Olweus Bullying Prevention Program. In C. Bradshaw(Ed.), Handbook on bullying prevention: A life course perspective.Washington, DC: National Association of Social Workers Press.
MITROVIC, S., NEŠIC, A., DUDIC, B., GREGUS, M., DELIC, M.& MEŠKO, M. (2020). Emotional intelligence of engineeringstudents asbasisfor more successful learning processforindustry4.0. Mathematics, 8 (8), 1321.
doi.org/10.3390/math8081321
MUÑOZ, G. (2008). Violencia escolar en México y en otros países:Comparaciones a partir de los resultados del Instituto Nacionalpara la Evaluación de la Educación. Revista Mexicana deInvestigación Educativa, 13 (39), 1195-1228.
MURTIN, F., LAURENT, T., BARNARD, G., JANSE VANRENSBURG, D., REDDY, V., FREMPONG, G. & WINNAAR,L. (2015). Policy determinants of school outcomes under modeluncertainty: Evidence from South Africa. South African Journalof Economics, 83 (3), 317-334.
NACIMIENTO, L. & MORA-MERCHÁN, J.A. (2014). The useof coping strategies and metacognitive skills in situations ofbullying and cyberbullying. European Journal of Education andPsychology, 7 (2), 121-129.
OECD (2019). PISA 2018 results (Volume I): What students know andcan do. Paris: OECD Publishing.
doi.org/10.1787/5f07c754-en
ORTEGA-RUIZ, R., DEL REY, R. & CASAS, J.A. (2013). Laconvivencia escolar: Clave en la predicción del bullying. RevistaIberoamericana de Evaluación Educativa, 6 (2),91-102.
OSUNA, C. & DÍAZ, K.M. (2020). The achievement of mathematicslearninginPISA,ENLACEandPLANEAinMexicanadolescents.A retrospective analysis. Education Policy Analysis Archives, 28(28), 1-24.
PATEL, V., KIELING, C., MAULIK, P.K. & DIVAN, G. (2013).Improving access to care for children with mental disorders:A global perspective. Archives of Disease in Childhood, 98 (5),323-327.
PEÑALVA-VÉLEZ, A., LÓPEZ-GOÑI, J.J., VEGA-OSÉS, A.& SATRÚSTEGUI-AZPÍROZ, C. (2015). Clima escolar ypercepciones del profesorado tras la implementación de unprograma de convivencia escolar. Estudios sobre Educación, 28,9-28.
PÉREZ-FUENTES, M., ÁLVAREZ-BERMEJO, J.A., DEL MARMOLERO, M., GÁZQUEZ, J.J. & VICENTE, M.A.L. (2015).Scholar Violence and Academic Achievement (VERA):Augmented reality application. European Journal of Investigationin Health, Psychology and Education, 1 (2), 71-84.
PETRUCCI, G.W., BORSA, J.C., DAMÁSIO, B.F. & KOLLER, S.H.(2016). Adaptation and preliminary validation evidences of theSchool Climate Questionnaire, Elementary and Middle SchoolVersion (SCS-MS). Psicologia: Reflexão e Crítica, 29 (1), 1-8.
doi.org/10.1186/s41155-016-0037-5
QUINTANA-ORTS, C. & REY, L. (2018). Traditional bullying,cyberbullying and mentalhealthinearlyadolescents:Forgivenessas a protective factor of peer victimisation. International Journalof Environmental Research and Public Health, 15 (11), 2-14.
RODRÍGUEZ, L.N. & MERCHÁN, J.A.M. (2014). The use of copingstrategies and metacognitive skills in situations of bullying andcyberbullying. European Journal of Education and Psychology, 7(2), 121-129.
ROMAN, M. & MURILLO, F.J. (2011). América Latina: Violenciaentre estudiantes y desempeño escolar. Revista Cepal, 104, 37-54.
RUIZ, R.O. & ALCAIDE, F.C. (2017). El modelo construir laconvivencia para prevenir el acoso y el ciberacoso escolar.Innovación Educativa, 27, 19-32.
RUTKOWSKI, L., RUTKOWSKI, D. & ENGEL, L. (2013). Sharpcontrasts at the boundaries: School violence and educationaloutcomes internationally. Comparative Education Review, 57 (2),232-259.
SABINA, C. & BANYARD, V. (2015). Moving toward well-being:The role of protective factors in violence research. Psychology ofViolence, 5 (4), 337-342.
SÁNCHEZ, V., ORTEGA, R. & MENESINI, E. (2012). Lacompetencia emocional de agresores y víctimas de bullying.Anales de Psicología, 28 (1), 71-82.
SÁNCHEZ-QUEIJA, I., OLIVA, A. & PARRA, Á. (2006). Empatía yconducta prosocial durante la adolescencia. Revista de PsicologíaSocial, 21 (3), 259-271.
SANTROCK, J.W. (2019). Adolescence (17th ed). New York, NY:McGraw-Hill.
SCHOLL, M.B., McGOWAN, A.S. & HANSEN, J.T. (2012).Introduction to humanistic perspectives on contemporarycounseling issues. In M.B. Scholl, A.S. McGowan & J.T. Hansen(Eds.), Humanistic perspectives on contemporary counselingissues. New York, NY: Routledge.
SCHOON, I. (2021). Towards an integrative taxonomy of social-emotional competences. Frontiers in Psychology, 12, 1-8.
SELIGMAN, M.E.P. & CSIKSZENTMIHALYI, M. (2000). Positivepsychology: An introduction. American Psychologist, 55 (1),5-14.
doi.org/10.1037/0003-066X.55.1.5
SEP (2017). PLANEA Educación Media Superior. Retrieved fromhttp://planea.sep.gob.mx/ms/
SOUTTER, A.K., O’STEEN, B. & GILMORE, A. (2014). The studentwell-being model: A conceptual framework for the developmentof student well-being indicators. International Journal ofAdolescence and Youth, 19, 496-520.
doi.org/10.1080/02673843.2012.754362
STANLEY, P.H., SMALL, R., OWEN, S.S. & BURKE, T.W. (2013).́ ́ ́ ́Humanistic perspectives on addressing school violence. InHumanistic perspectives on contemporary counseling issues. NewYork, NY: Routledge.
SUN, Z., XIE, K. & ANDERMAN, L.H. (2018). The role of self-regulated learning in students’ success in flipped undergraduatemath courses. The Internet and Higher Education, 36, 41-53.
TORRANO, F., FUENTES, J.L. & SORIA, M. (2017). Aprendizajeautorregulado: Estado de la cuestión y retos psicopedagógicos.Perfiles educativos, 39 (156), 160-173.
TTOFI, M.M., BOWES, L., FARRINGTON, D.P. & LÖSEL, F. (2014).Protective factors interrupting the continuity from schoolbullying to later internalizing and externalizing problems: Asystematic review of prospective longitudinal studies. Journal ofSchool Violence, 13 (1), 5-38.
URIARTE, J. (2006). Construir la resiliencia en la escuela. Revista dePsicodidáctica, 11 (1), 7-23.
VARELA, R.M., ÁVILA, E.M. & MARTÍNEZ, B. (2013). Schoolviolence: An analysis from different interaction contexts.Psychosocial Intervention, 22 (1), 25-32.
VELASCO, M.J. (2013). Violencia reactiva e instrumental. Laimpulsividad como aspecto diferenciador. Revista de Educación,361, 665-685.
WANG, C., BOYANTON, D., ROSS, A.-S.M., LIU, J.L., SULLIVAN,K. & ANH DO, K. (2018). School climate, victimization, andmental health outcomes among elementary school students inChina. School Psychology International, 39 (6), 587-605.
doi.org/10.1177/0143034318805517
ZYCH, I., FARRINGTON, D.P. & TTOFI, M.M. (2018). Protectivefactors against bullying and cyberbullying: A systematic reviewof meta-analyses. Aggression and Violent Behavior, 48, 1-16.

SHOW ALL REFERENCES (59)HIDE REFERENCES

DOWNLOAD PDF

Issue:

Issue 291

Keywords:

Views:

746

Downloads:

182

Cite the article:

Rodriguez-Pichardo Catalina. Gonzalez Medina Mario. Relationship between academic achievement and personal protective factors against school violence. BPA Applied Psychology Bulletin. 2021;291(1):37-49.

CITE THE ARTICLE

3523

Relationship between academic achievement and personal protective factors against school violence

Abstract

References

Article info

Issue:

Keywords:

Views:

Downloads:

Cite the article:

BPA - BULLETIN OF APPLIED PSYHOLOGY

MANAGEMENT AND EDITORIAL OFFICE

ABOUT US

Citation tool

How to cite this article