Actitudes hacia la diversidad cultural de adolescentes de secundaria españoles y portugueses: influencia de la heteronormatividad y la desconexión moral hacia el bullying

Carrera-Fernández, María-Victoria; Cid-Fernández, Xosé-Manuel; Almeida, Ana; Fernández, Antonio González; Fernández, María Lameiras

doi:10.1016/j.psicod.2017.07.004

Cited by 11 publications

(10 citation statements)

References 16 publications

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“…The relationship between moral disengagement and homophobic prejudice acquires a predictive value in showing that those presenting more discriminatory and aggressive attitudes towards gay and lesbian couples more frequently resort to using justifications and moral arguments that offer a kinder and less obvious view of their prejudices. This finding is consistent with previous research that observed this positive relationship between moral disengagement and intimidatory and antisocial behaviour in general [40], and more specifically with studies focused on the manifestation of homophobic attitudes [24]. Nevertheless, there has been little research into the influence of moral variables on the adoption of aggressive and discriminatory attitudes towards LGTBI couples, so that it is hard to find previous work with which to compare this aspect of the present results.…”

Section: Discussionsupporting

confidence: 90%

“…Another variable that has been associated with hostile and aggressive attitudes is moral disengagement, but there have been few studies of its influence on the appearance and permanence of abusive attitudes and behaviours towards LGTBI couples. According to some researchers [24], high levels of moral disengagement can be predictive of general attitudes of racist and homophobic harassment. Other studies also point to mechanisms of moral disengagement being used to justify hurt caused to the LGTBI community [25].…”

Section: Introductionmentioning

confidence: 99%

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Discrimination and Violence Due to Diversity of Sexual Orientation and Gender Identity: Explanatory Variables

Antelo

Gordillo

2021

IJERPH

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Knowledge of the processes of aggression and victimization in couple relationships cannot be approached through the treatment of single variables. It needs a multidimensional perspective that establishes a web of relationships between variables of different types. The objectives of the present study were: (i) to explore the interrelationships between and interdependence of empathy, moral disengagement, homophobic attitudes, and prejudice as explanatory variables of discrimination and violence towards couples due to gender issues; and (ii) to delimit predictive indicators of the manifestation of aggressive attitudes and prejudices towards homosexual couples. The sample comprised 778 young people of ages 18 to 24 years (M = 19.9; SD = 1.6). Through the use of four instruments, it was found that empathy is a strong protector against homophobic attitudes, while moral disengagement is a predictor of aggressive attitudes towards same-sex couples. The results make it possible to delimit homophobic profiles and obtain predictive indicators that will be key elements in the design of programs and measures to prevent violence towards couples for reasons of gender.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Discrimination and Violence Due to Diversity of Sexual Orientation and Gender Identity: Explanatory Variables

Antelo

Gordillo

2021

IJERPH

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“…The feeling of guilt stresses the negative consequences of aggressive acts and reduces the likelihood that they will occur again in the future (Arsenio, 2014). Pride involves an emphasis on public recognition and social dominance (Krettenauer and Casey, 2015), while indifference involves the absence of negative emotions when faced with transgressive behavior (Gini et al, 2014; Carrera-Fernández et al, 2018). Both emotions, pride and indifference, were considered by some authors as self-evaluating emotions of moral disengagement arising from a transgression, which reveals the absence of empathy toward the victim through mechanisms of moral disengagement (Caurcel and Almeida, 2008).…”

Section: Introductionmentioning

confidence: 99%

How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School

et al. 2019

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The important role of morality in the transgressive behavior which occurs within peer groups, such as bullying, has often been observed. However, little attention has been paid to this kind of violence in the initial stages of primary education. This study aims to analyze the attribution of moral emotions (self and other) to victims in different bullying types (verbal, physical, relational, and exclusion) and roles (aggressor and victim). An ad hoc questionnaire with supporting stick-figure cartoons was used. In total, 1150 schoolchildren between the ages of 6 and 11 years took part in the study (50.3% girls). The results showed that over 80% of schoolchildren had been involved in any type of aggressive behavior, and that there were significant differences by gender, year, and involvement in self- and other-attributed moral emotions. Aggressors showed less shame in general. In self-attribution situations, there was a greater indifference in aggressors. Victims had less shame and greater indifference in self-attributions for verbal and physical aggression. Girls recognized higher percentages of guilt in victims. The main moral emotion in the first stage was shame. This tendency changed to guilt as the children got older in both situations. Results support the need for the study of moral emotions development of victims and aggressors. How the experience of being involved in bullying biases the moral interpretation toward from the feelings of the victim is discussed.

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“…En este proceso la inclusión se enfoca en que todos los ciudadanos tengan las mismas oportunidades para vivir, desarrollarse e incrementar su calidad de vida con equidad, respetando las diferencias. Esto requiere un proceso de formación integral que posibilite afrontar los cambios en las diversas áreas, como la salud, la política, la economía, la convivencia, la educación, las Tecnologías de la Información y Comunicación (TIC), el ambiente, entre otras (Romera, 2016;Zapico et al, 2017), buscando la eliminación de barreras para el aprendizaje y la participación de los ciudadanos (Carrera-Fernández et al, 2018;Marín-Cepeda et al, 2017).…”

Section: Introductionunclassified

Mediación didáctica e inclusión educativa en la educación básica desde el enfoque socioformativo

Vázquez¹,

Tobón²,

Bucheli

et al. 2021

Rev. invest. educ.

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Ante los retos del desarrollo social sostenible, es esencial fortalecer la inclusión en la educación básica con nuevos enfoques como la socioformación. Sin embargo, se desconocen los avances en la didáctica inclusiva en primaria, con base en este nuevo enfoque. Es por ello que el propósito del presente estudio fue determinar el grado de implementación de las prácticas de mediación didáctica inclusiva desde el enfoque socioformativo, con el fin de sugerir mejoras en este proceso a las escuelas. Acorde con esto, 689 docentes y 645 estudiantes de escuelas primarias públicas de México respondieron una rúbrica analítica compuesta por diez prácticas de mediación didáctica inclusiva. Esta rúbrica fue previamente validada con docentes y estudiantes. Cada práctica tuvo cinco niveles de desempeño, con base en la taxonomía socioformativa: preformal, receptivo, resolutivo, autónomo y estratégico. Los resultados muestran que hay un grado medio alto o alto en la implementación de la mediación didáctica inclusiva desde la socioformación, y esto fue superior en los docentes respecto a lo hallado en los estudiantes. La práctica de mediación didáctica inclusiva más desarrollada fue el respeto a la diferencia y la menos desarrollada la evaluación formativa. Se concluye que los docentes tienen logros relevantes en la implementación de la mediación didáctica inclusiva, tomando como base la socioformación, pero esto debe ser tomado con precaución y se debe continuar con la mejora de este proceso mediante el trabajo colaborativo, la formación continua y la tutoría. Faced with the challenges of sustainable social development, it is essential to strengthen inclusion in basic education with new approaches such as socioformation. However, advances in inclusive didactics in primary schools are unknown based on this new approach. That is why the purpose of this study was to determine the degree of implementation of inclusive didactic mediation practices from a socioformative perspective, in order to suggest improvements in this process to schools. Accordingly, 689 teachers and 645 students from public elementary schools in Mexico responded to an analytical rubric composed of ten inclusive didactic mediation practices. This rubric was previously validated with teachers and students. Each practice had five levels of performance, based on the socioformative taxonomy: preformal, receptive, decisive, autonomous and strategic. The results show that there is a medium high or high degree in the implementation of inclusive didactic mediation from a socioformation perspective, and this was higher in the teachers than in the students. The most developed inclusive didactic mediation practice was that of respect for difference and the least developed was formative evaluation. It is concluded that teachers have relevant achievements in the implementation of inclusive didactic mediation, based on socioformation, but this must be taken with caution, and the improvement of this process must continue through collaborative work, continuous training and tutorships.

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Actitudes hacia la diversidad cultural de adolescentes de secundaria españoles y portugueses: influencia de la heteronormatividad y la desconexión moral hacia el bullying

Cited by 11 publications

References 16 publications

Discrimination and Violence Due to Diversity of Sexual Orientation and Gender Identity: Explanatory Variables

Discrimination and Violence Due to Diversity of Sexual Orientation and Gender Identity: Explanatory Variables

How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School

Mediación didáctica e inclusión educativa en la educación básica desde el enfoque socioformativo

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