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Vol. 20. Num. 2. 2011. Pages 201-212

Aggressive Behavior as a Predictor of Self-Concept: A Study with a Sample of Spanish Compulsory Secondary Education Students

[El Comportamiento Agresivo como Predictor del Autoconcepto: Estudio con una Muestra de Estudiantes Españoles de Educación Secundaria Obligatoria]

Torregrosa, María S. Ingles, Cándido J. García-Fernández, José M.

Abstract

This study analyzed the relationship between aggressive behavior and self-concept in a sample of 2,022 Spanish students (51.09% males) of Compulsory Secondary Education, ranging in age from 12 to 16 years. Aggressive behavior was assessed using the Teenage Inventory of Social Skills (TISS), and selfconcept was assessed with the Self-Description Questionnaire II (SDQ-II). Logistic regression analyses showed that adolescents with aggressive behavior were more likely to perceive their relationship with their parents as negative, show little interest in verbal activities, be less sincere, and have lower self-esteem than their non-aggressive peers. Furthermore, despite models varied according to sex and grade, in most cases adolescents with high aggressive behavior also showed a higher probability of perceiving their relation with peers of the same sex in a negative way, being less interested in school domains and showing higher emotional instability than their non-aggressive counterparts. Non-expected results were obtained regarding the perceptions about interactions with peers of the opposite sex and physical appearance. Results are discussed attending to their practical implications.

Resumen

Este estudio analizó la relación entre la conducta agresiva y el autoconcepto en una muestra de 2.022 estudiantes españoles (51,09% varones) de Educación Secundaria Obligatoria (ESO) de 12 a 16 años. La conducta agresiva fue evaluada con el Teenage Inventory of Social Skills (TISS) y el autoconcepto mediante el Self-Description Questionnaire II (SDQ-II). Los análisis de regresión logística mostraron que los adolescentes con comportamientos agresivos presentaron mayor probabilidad de percibir las relaciones con sus padres como negativas, mostrarse poco interesados por las tareas verbales, ser menos sinceros y tener una autoestima más baja. Asimismo, pese a que los modelos variaron en función del sexo y el curso, en la mayoría de los casos los estudiantes con alta conducta agresiva también presentaron una mayor probabilidad de percibir de forma negativa sus relaciones con los compañeros del mismo sexo, estar menos interesados por las materias escolares y ser emocionalmente más inestables que sus compañeros no agresivos. Se obtuvieron resultados inesperados en cuanto a las relaciones con los compañeros del sexo opuesto y a la percepción de atractivo físico. Los resultados son analizados atendiendo a sus implicaciones prácticas.

Keywords

adolescence
aggressive behavior
secondary education
self-concept

Palabras clave

adolescencia
autoconcepto
conducta agresiva
educación secundaria
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