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Association Between Group Identification at School and Positive Youth Development: Moderating Role of Rural and Urban Contexts
These studies are framed within Social Identity Theory and the Positive Youth Development approach. The aim is: (1) to analyze the relationship between group identification at school and key positive development variables (such as self-esteem, self-efficacy, assertiveness, empathy, alexithymia, sati...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7427468/ https://www.ncbi.nlm.nih.gov/pubmed/32849154 http://dx.doi.org/10.3389/fpsyg.2020.01971 |
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author | Paricio, Diana Herrera, Marina Rodrigo, María F. Viguer, Paz |
author_facet | Paricio, Diana Herrera, Marina Rodrigo, María F. Viguer, Paz |
author_sort | Paricio, Diana |
collection | PubMed |
description | These studies are framed within Social Identity Theory and the Positive Youth Development approach. The aim is: (1) to analyze the relationship between group identification at school and key positive development variables (such as self-esteem, self-efficacy, assertiveness, empathy, alexithymia, satisfaction with life, and academic performance); and (2) examine the moderator role of context (rural or urban areas of residence) and sex in these relationships. The samples were composed of 246 adolescents from a rural context (Study 1) and 156 students from rural and urban contexts (Study 2). As proposed in our hypotheses, the results show statistically significant relationships between group identification and all the variables considered, higher group identification with the class in the rural context, and a moderator role of the context in the relationships between group identification and satisfaction with life, assertiveness, and empathy. These results are relevant for designing and implementing psychoeducational programs to promote positive youth development in both rural and urban contexts. |
format | Online Article Text |
id | pubmed-7427468 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-74274682020-08-25 Association Between Group Identification at School and Positive Youth Development: Moderating Role of Rural and Urban Contexts Paricio, Diana Herrera, Marina Rodrigo, María F. Viguer, Paz Front Psychol Psychology These studies are framed within Social Identity Theory and the Positive Youth Development approach. The aim is: (1) to analyze the relationship between group identification at school and key positive development variables (such as self-esteem, self-efficacy, assertiveness, empathy, alexithymia, satisfaction with life, and academic performance); and (2) examine the moderator role of context (rural or urban areas of residence) and sex in these relationships. The samples were composed of 246 adolescents from a rural context (Study 1) and 156 students from rural and urban contexts (Study 2). As proposed in our hypotheses, the results show statistically significant relationships between group identification and all the variables considered, higher group identification with the class in the rural context, and a moderator role of the context in the relationships between group identification and satisfaction with life, assertiveness, and empathy. These results are relevant for designing and implementing psychoeducational programs to promote positive youth development in both rural and urban contexts. Frontiers Media S.A. 2020-08-07 /pmc/articles/PMC7427468/ /pubmed/32849154 http://dx.doi.org/10.3389/fpsyg.2020.01971 Text en Copyright © 2020 Paricio, Herrera, Rodrigo and Viguer. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Paricio, Diana Herrera, Marina Rodrigo, María F. Viguer, Paz Association Between Group Identification at School and Positive Youth Development: Moderating Role of Rural and Urban Contexts |
title | Association Between Group Identification at School and Positive Youth Development: Moderating Role of Rural and Urban Contexts |
title_full | Association Between Group Identification at School and Positive Youth Development: Moderating Role of Rural and Urban Contexts |
title_fullStr | Association Between Group Identification at School and Positive Youth Development: Moderating Role of Rural and Urban Contexts |
title_full_unstemmed | Association Between Group Identification at School and Positive Youth Development: Moderating Role of Rural and Urban Contexts |
title_short | Association Between Group Identification at School and Positive Youth Development: Moderating Role of Rural and Urban Contexts |
title_sort | association between group identification at school and positive youth development: moderating role of rural and urban contexts |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7427468/ https://www.ncbi.nlm.nih.gov/pubmed/32849154 http://dx.doi.org/10.3389/fpsyg.2020.01971 |
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