Community Violence Exposure and Bullying in Mexican Adolescents. The Mediating Role of Moral Emotions.

IF 1.7 4区 心理学 Q3 PSYCHOLOGY
Journal of Genetic Psychology Pub Date : 2023-07-01 Epub Date: 2023-07-27 DOI:10.1080/00221325.2023.2240397
Angel Alberto Valdés-Cuervo, Adrian Israel Yañez-Quijada, Lizeth Guadalupe Parra-Pérez, Fernanda Inéz García-Vázquez
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引用次数: 0

Abstract

Community characteristics can explain differences in bullying rates between schools. Underpinned by the social-ecological model, this study examined the relationships among community violence exposure (CVE), moral emotions (guilt and sympathy), and bullying in adolescents. We also explored the moderating role of gender in these relationships. The sample included 915 adolescents (48.6% female and 51.4% male) aged 11-16 (M age = 13.76, SD = 0.82). Students responded to the self-report measures. We used a latent variable structural equation modeling (SEM) approach to examine the relationships between variables. The SEM indicated that CVE was negatively associated with moral emotions (guilt and sympathy) and positively associated with bullying. In addition, CVE had a negative indirect association with bullying through their negative relationship with moral emotions. The structural model is equivalent for both genders, suggesting gender does not moderate these relationships. These findings indicate that CVE are associated with differences in school bullying rates.

墨西哥青少年的社区暴力暴露和欺凌。道德情感的中介作用。
社区特征可以解释学校之间欺凌率的差异。在社会生态模型的基础上,本研究考察了青少年的社区暴力暴露(CVE)、道德情绪(内疚和同情)和欺凌之间的关系。我们还探讨了性别在这些关系中的调节作用。样本包括915名11-16岁的青少年(48.6%的女性和51.4%的男性)(M年龄=13.76,SD = 0.82)。学生对自我报告措施做出了回应。我们使用潜在变量结构方程建模(SEM)方法来检验变量之间的关系。SEM表明,CVE与道德情绪(内疚和同情)呈负相关,与欺凌呈正相关。此外,CVE通过与道德情绪的负面关系与欺凌有着负面的间接联系。该结构模型对两性都是等效的,表明性别并不能调节这些关系。这些发现表明CVE与学校欺凌率的差异有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
审稿时长
>12 weeks
期刊介绍: The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.
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