Protectores ante la violencia escolar en contexto dominicano: un modelo explicativo desde la psicología positiva

• Autores: Oliver Germes, Amparo, Bautista Gómez, Lesia María, Galiana Llinares, Laura, Descalzo Viñals, Ana María, Terreros García, Elena, Bustos Álvarez, Varinia
• Formato: artículo
• Fecha de Publicación: 2015
• Institución: Universidad ESAN
• Repositorio: ESAN-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.esan.edu.pe:20.500.12640/2949
• Enlace del recurso: https://hdl.handle.net/20.500.12640/2949; https://doi.org/10.21892/01239813.93
• Nivel de acceso: acceso abierto
• Materia: School violence; Self-concept; Hope; Students; Structural equation modeling; Protective factors; Violencia escolar; Autoconcepto; Esperanza disposicional; Estudiantes; Modelo de ecuaciones estructurales; Factores protectores; https://purl.org/pe-repo/ocde/ford#5.01.01

Some aggressive behaviors of adolescents in schools became a particularly important problem in Latin American and Caribbean region. Specifically, in the Dominican Republic studies report of prevalence from 21.8 to 33.6 %. The aim of this research is to study if some variables from positive psychology such as self-concept, dispositional hope, entrepreneurial attitudes, and values can act as protective factors for such violent behaviors. In order to reach our goal, a study on a sample of 117 secondary students was carried out. Assessment tool kit included, together with information on socio-demographic data, the Violent Behaviors on School Scale, the Dispositional Hope Scale, the Self-Concept 5 Scale, the Entrepreneurial Attitudes Scale for Students, and the Personal Values Questionnaire. To evaluate the relation among the different dimensions, a MIMIC (multiple indicators multiple causes) structure equation model was estimated. Under this good fitting model, hope, entrepreneurial attitudes, personal values and four dimensions of self-concept successfully predict violent behavior in school approached through a rough measurement model based on six dimensions. The model results could offer useful information from two perspectives: a) Empirically approaching to the construct school violence with satisfactory factor loadings in this latent variable; b) Identifying predictors of violence, as hope, empathy, risk-taking in context of entrepreneurship, mixed values (combination of individual and collective ones) and family self- concept. Discussion section encourages the need to work through positive psychology variables trying to decrease the presence of violent behavior in schools in the Dominican Republic.