6533b7d2fe1ef96bd125f63e
RESEARCH PRODUCT
Association Between Group Identification at School and Positive Youth Development: Moderating Role of Rural and Urban Contexts.
Marina HerreraMaria F. RodrigoDiana ParicioPaz Viguersubject
media_common.quotation_subjectlcsh:BF1-990rural areaContext (language use)Empathy050105 experimental psychologygroup identificationDevelopmental psychology03 medical and health sciences0302 clinical medicinePsychology0501 psychology and cognitive sciencesAssertivenessSocial identity theoryGeneral PsychologyOriginal Researchpositive youth developmentmedia_common05 social sciencesSchool psychologyModerationpeer relationshipslcsh:Psychologyeducational interventionadolescenceRural areaPsychologyPositive Youth Development030217 neurology & neurosurgerydescription
These studies are framed within Social Identity Theory and the Positive Youth Development approach. The aim is: (1) to analyze the relationship between group identification at school and key positive development variables (such as self-esteem, self-efficacy, assertiveness, empathy, alexithymia, satisfaction with life, and academic performance); and (2) examine the moderator role of context (rural or urban areas of residence) and sex in these relationships. The samples were composed of 246 adolescents from a rural context (Study 1) and 156 students from rural and urban contexts (Study 2). As proposed in our hypotheses, the results show statistically significant relationships between group identification and all the variables considered, higher group identification with the class in the rural context, and a moderator role of the context in the relationships between group identification and satisfaction with life, assertiveness, and empathy. These results are relevant for designing and implementing psychoeducational programs to promote positive youth development in both rural and urban contexts.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2020-08-01 | Frontiers in psychology |