Ajuste escolar, empatía y conectividad con el medio ambiente natural en el marco de la educación ambiental en educación secundaria en España / School adjustment, empathy and connectedness with the natural environment in environmental education in Spanish secondary education

Resumen En investigaciones recientes se ha constatado que la empatía y la conectividad con el medioambiente natural son variables predictoras de la conducta proambiental. Sin embargo, no se han realizado trabajos en los que se analicen las relaciones entre estas dimensiones y el ajuste en la escuela, un escenario en el que tienen lugar gran parte de los programas relacionados con la educación ambiental y cuya finalidad es la de promover conductas proambientales. Con el presente trabajo se pretende analizar las relaciones entre el ajuste escolar, la empatía y la conectividad con el medioambiente natural en función del género. La muestra estuvo constituida por 881 estudiantes (47.2 % chicos), escolarizados en centros de educación secundaria (España), con edades comprendidas entre los 12 y los 17 años (M = 13.67 y SD = 1.32). Se administró una batería de instrumentos para medir el ajuste escolar, la empatía y la conectividad con el medioambiente natural. Se realizó un MANOVA para el análisis de los datos. Los resultados obtenidos mostraron que el ajuste escolar, la empatía y la conectividad se relacionan significativamente y que el género desempeña un rol significativo en estas relaciones. También se observó que chicos y chicas con alto ajuste escolar diferían en empatía emocional, pero no en conectividad. Se discuten los resultados obtenidos y se recomienda la incorporación del ajuste escolar en los estudios y programas relacionados con la educación ambiental.

Abstract In recent research it has been observed that empathy and connectedness with the natural environment are relevant predictive variables of pro-environmental behaviour. However, no work has been done in which the relationships between these dimensions and the adjustment in the school are analysed, a context in which most of the programs related to environmental education, whose purpose is to promote pro-environmental behaviours, take place. The general aim of this paper is to analyse the relationships between school adjustment, empathy and connectedness with the natural environment according to gender. School adjustment is defined as the adolescent's ability to adapt to this context and includes aspects such as academic performance, adaptation to school rules, respect for the teacher as an authority figure, the student's attitude towards school and participation in school activities. Empathy is conceptualized as the awareness of the emotions and cognitions of others, and it is important in the school context for the promotion of coexistence and prevention of aggressive behaviors. Like empathy with people, empathy with the natural environment is a social-emotional process. It is a process that focuses on the ability to feel and understand everything related to that medium. In this line, an essential aspect of empathy is its influence on the attitudes and behaviors of people in general and towards the natural environment. An aspect related to empathy is connectedness which refers to the identification of human beings with the natural environment and the relationships they establish with it. In such a way that to study the connection with nature is to try to understand how people build their relationships and identify themselves with it. Connectedness to the natural environment is related in a negative sense to selfish beliefs and attitudes and in a positive sense to the development of attitudes towards the natural environment and ecological behavior in general. These aspects are taken into account in this work. The sample was composed of 881 students (47.2 % boys), enrolled in secondary education (Spain), aged between 12 and 17 (M = 13.67 y SD = 1.32). A battery of instruments to measure school adjustment, empathy and connectedness with the natural environment was administered. A MANOVA was used for data analysis. The results showed that the school adjustment, empathy and connectedness were significantly related and that gender had a significant role in these relationships. It was also observed that boys and girls with high school adjustment differed in emotional empathy, but not in connectedness. Results obtained are discussed and the inclusion of the school adjustment in the studies and programs related to environmental education is recommended. These results raise the idea that school adjustment, connectedness and empathy should be the subject of further analysis because their results would help to incorporate new ideas and proposals into education and intervention programs regarding the natural environment. It was expected that environmental connectedness in adolescents had the same sign as their connectedness with school, family, etc. because many studies have observed that girls have greater connectedness in these scenarios than boys; however, this result deserves a greater exploration regarding gender and its relationships with other connectedness It is recommended that the results presented be considered in future environmental education programs, mainly aimed at students and their families. All this will benefit these educational programs and interventions aimed at enhancing respect and awareness of the natural environment. In short, the promotion of pro-environmental behaviors should be defended through environmental education that seeks to ensure the health and well-being of all citizens.

Repercusiones multiculturales en el desarrollo lingüístico: efectos en el rendimiento / Repercussões multiculturais no desenvolvimento linguístico: efeitos no desempenho acadêmico / Multicultural repercussions in linguistic development: effectson academic performance

Este trabajo tiene como objetivo verificar las diferencias de rendimiento académico del alumnado de segundo ciclo de Educación Infantil que pertenecen a un contexto multicultural en el que coexisten una lengua oficial (castellano) y un dialecto cultural (darija). La muestra la componen un total de 501 alumnos cristianos y musulmanes del tercer curso a los que se les aplicó un cuestionario que evalúa el grado de adquisición de los aspectos competenciales de las áreas de comunicación y lenguaje, social y motriz. Para el análisis del conjunto de los datos se utilizaron pruebas estadísticas descriptivas y de contraste de variables. Los resultados demuestran como la lengua materna es un factor principal de diferenciación en todas las áreas del desempeño académico en este periodo, destacando las dimensiones comunicativas. Estas diferencias tienen una relación directa con la adhesión identitaria de los musulmanes a un dialecto cultural. (AU)

Este trabalho tem como objetivo verificar as diferenças no desempenho acadêmico dos alunos em segundo ciclo de Educação Infantil pertencentes a um contexto multicultural em que coexistem uma língua oficial (castelhano) e um dialeto cultural (Darija). A amostra foi composta por um total de 501 estudantes cristãos e muçulmanos no terceiro ano em que foram aplicados um questionário que avalia o grau de aquisição de questões jurisdicionais nas áreas de comunicação e linguagem, social e motor. Para a análise do conjunto de dados, foram utilizados testes descritivos e de contraste das variáveis. Os resultados mostram como a língua materna é um importante fator de diferenciação em todas as áreas de desempenho acadêmico durante este período, com destaque para a dimensão de comunicação. Essas diferenças têm uma relação direta com a adesão dos muçulmanos a um dialeto cultural. (AU)

The objective of this work is to verify the differences in the academic performance of students in the second cycle of Early Childhood Education who belong to a multicultural context in which an official language (Castilian) and a cultural dialect (darija) coexist. The sample is made up of a total of 501 Christian and Muslim students of the third year who were given a questionnaire that assesses the degree of acquisition of the competence aspects of the areas of communication and language, social and motor. For the analysis of the data set, descriptive and contrast tests of variables were used. The results demonstrate how the mother tongue is a main factor of differentiation in all areas of academic performance in this period, highlighting the communicative dimensions. These differences have a direct relationship with the adherence of Muslims to a cultural dialect. (AU)

Estatus sociométrico y violencia escolar en adolescentes: implicaciones de la autoestima, la familia y la escuela / Sociometric status and school violence on adolescents: implications of self-esteem, family and school

El objetivo general del presente estudio es examinar si el vínculo entre los escenarios de socialización familiar y escolar y la violencia escolar difiere en alumnos aceptados y rechazados. Participaron 1068 adolescentes, de entre 11 y 16 años, pertenecientes a cuatro centros educativos de la Comunidad Valenciana (España). Se llevó a cabo un modelo de ecuaciones estructurales con el programa EQS y se efectuaron análisis multigrupo entre adolescentes rechazados y aceptados. Los resultados muestran que el apoyo parental se relaciona con la violencia escolar a través de la percepción de la escuela y la autoestima familiar y escolar. Así, la percepción negativa de la escuela se asocia positivamente con la violencia escolar, mientras que la autoestima escolar se encuentra negativamente asociada con la violencia. También se han encontrado diferencias entre adolescentes rechazados y aceptados en la relación entre el apoyo parental y la violencia escolar. La autoestima familiar se asocia con la violencia escolar únicamente en adolescentes rechazados mientras que el apoyo del padre se relaciona con la autoestima escolar únicamente en los alumnos aceptados. Finalmente, se discuten los resultados y sus posibles implicaciones.

The general aim of the present study is to examine whether the link between the family and school contexts, as well as school violence is different among peer accepted and peer rejected adolescents. Participants were 1068 adolescents, ages ranged from 11 to 16 years old, from four schools in Valencian Community (Spain). Structural equation modeling was carried out using the EQS program and multigroup analysis between peer accepted and peer rejected adolescents were conducted. Results show that parental support is related to school violence through perception of school, family and school self-esteem. So, perception of school is positive related to school-based violence, whereas academic and family self-esteem are negatively related. It is also found some differences between peer rejected and accepted adolescents on the relationship between parental support and school violence. Family self-esteem is negatively associated with school-based violence only on rejected adolescents, whereas parents support is related to academic self-esteem only on accepted adolescents. Finally, results and its possible implications are discussed.

Violencia escolar en adolescentes rechazados y aceptados: un análisis de sus relaciones con variables familiares y escolares / School - based violence on peer - rejected and peer-accepted adolecents: an analysis of its relationships with family and school variable / Violência escolar em adolescentes rejeitados e aceitos: uma análise de suas relações com variáveis e escolares

La investigación sobre la violencia escolar y la aceptación (o rechazo) de los adolescentes por su grupo de iguales resulta, todavía poco concluyente. No obstante, se ha observado que los adolescentes violentos y los rechazados informan de problemas en sus relaciones familiares y en la escuela. Este estudio tiene como objetivo analizar la relación entre variables familiares, variables escolares y la violencia escolar, en adolescentes rechazados y populares. Participaron 1068 adolescentes de entre 11 y 16 años. Se han calculado modelos de ecuaciones estructurales. Los resultados muestran que las variables familiares se relacionan de modo diferente con la violencia escolar en rechazados y aceptados: la autoestima familiar ejerce un efecto directo en la violencia escolar en el grupo de rechazados y un efecto indirecto en adolescentes aceptados, mientras que el apoyo del padre se relaciona con la autoestima escolar en el grupo de aceptados pero no en el de rechazados.

Research on school violence and peer acceptance (or rejection) is still inconclusive. However, it has been observed violent and rejected adolescents report problems in their family relationships and school. The present study aims to analyse the relationship between particular family variables, school variables, and school based violence, on the basis of rejected and popular adolescents. Participants were 1068 aged from 11 to 16 years old. Statistical analyses were carried out using structural equation modelling. Results showed family variables are differently related to school-based violence: family self-esteem exerts a direct effect on school-based violence among rejected, and an indirect effect on accepted adolescents, whereas father support are related to school self-esteem among accepted.

A pesquisa sobre violência escolar e a aceitação (ou rejeição) dos adolescentes pelo seu grupo de pares ainda é pouco conclusiva. Entretanto, tem sido observado que os adolescentes violentos e os rejeitados apresentam problemas nas relações familiares e na escola. Este estudo tem como objetivo analisar a relação entre variáveis familiares, variáveis escolares e a violência escolar em adolescentes rejeitados e adolescentes populares. Participaram 1068 adolescentes entre 11 e 16 anos. Foram calculados modelos de equações estruturais. Os resultados mostram que as variáveis familiares se relacionam de modo diferente com a violência escolar em adolescentes rejeitados e aceitos: a autoestima familiar exerce um efeito direto na violência escolar no grupo de rejeitados e um efeito indireto em adolescentes aceitos, entretanto, o apoio do pais se relaciona com a autoestima escolar no grupo de aceitos, porém, não no grupo de rejeitados.