Correlational and predictive analysis of self-concept with other behavioral, cognitive, and emotional factors of personality during adolescence

(Complementary study to the work "Design and evaluation of a psychoeducational intervention program for education in human rights during adolescence"). 1997-2000.

Project subsidized by the Department of Education, Universities and Research of the Basque Government. (Reference code: HU- 1997-96)

This study analyzes the relationships of self-concept with a series of personality factors. The sample consists of 174 adolescent subjects aged 12 to 14 years. To measure the variables (social behaviors, behavior problems, empathy, intragroup relationships, irrational beliefs, anxiety, impulsivity), 12 evaluation instruments are used. The correlational analyzes (Pearson) evidence that adolescents with high global self-concept show many behaviors of self-control, leadership, prosocial, assertive, self-assertiveness, few social behaviors of anxiety-shyness, of withdrawal, good level of social adaptation, few problems (school, withdrawal, psychopathological, psychosomatic, anxiety), few irrational beliefs, low level of state-trait anxiety and impulsivity, high choice and little rejection as friends and prosocial peers. The multiple regression analysis allows identifying as predictor variables of global self-concept many social behaviors of self-control and prosocial, high level of choice as a friend, good social adaptation, few social behaviors of anxiety-shyness, low trait anxiety, and few anxiety and withdrawal problems.

Antisocial behavior during adolescence: socio-emotional correlates, predictors, and gender differences.

1998-1999.

The study aims to analyze the relationships of antisocial behavior with various socio-emotional factors of personality during adolescence, identify predictor variables, and explore the existence of differences based on gender. The sample consists of 174 adolescent subjects aged 12 to 14 years. The correlational analyzes (Pearson) suggest that adolescents who have many antisocial behaviors in self-evaluation have few behaviors of consideration, self-control, prosocial, assertive, passive, many aggressive, and low social adaptation. They show low self-concept, a negative perception of their peers, many prejudiced cognitions, few neutral non-prejudiced cognitions, low capacity for empathy, high impulsivity, and many academic problems. The multiple regression analysis allows identifying as predictor variables: many aggressive behaviors, few prosocial, high impulsivity, few behaviors of consideration, high negative self-concept, and few neutral non-prejudiced cognitions. The ANOVA results do not evidence differences based on gender.

Predictive and correlational analysis of graphic and verbal creativity with other traits of child personality.

2000-2001.

This study aims to analyze the relationships of graphic and verbal creativity with each other and with other traits of child personality, identifying predictive variables of creativity. The sample is constituted by 135 subjects aged 6 years from public and private schools. The variables studied with the 9 evaluation instruments administered are: graphic creativity, verbal creativity, intelligence, perceptual-motor development, body schema, graphic aesthetic judgment, self-concept, social behavior with peers, and other personality traits. The correlational analyzes (Pearson) suggest that verbal and graphic creativity show few relationships with each other, implying differential traits and aptitudes. The regression analyzes identify as predictor variables of graphic originality: high attention capacity, spatial orientation, aggressive social behaviors, perseverance, sensibility, and guilt. Predictors of verbal originality were: high level of information, few social behaviors of anxiety-shyness, high level of obedience, low visual perception for copying drawings, and scarce aptitude for graphic aesthetic judgment.

A study of the relationships between different creative domains. 

2001-2002.

The study aims to analyze the existing relationships between different creative domains such as graphic, verbal, motor, and sound-musical creativity. The study uses a correlational methodology with a sample of 135 children aged 6-7 years of average socioeconomic and cultural level, from five public and private schools. For the evaluation of the different creative domains, 4 instruments are administered: the TAEC (graphic creativity), the BVTPC (verbal creativity), the PCAM (motor creativity), and the TCSM (sound-musical creativity). With the scores obtained in the administered tests, correlational analyzes (Pearson) are performed, the results of which allow verifying a practically absolute independence of graphic creativity with respect to the rest of the evaluated creative domains, as well as the absence of relevant relationships between verbal and sound-musical creativity. However, it is observed that the creative subjects in the motor domain tended significantly to show themselves creative in the tests of verbal and sound-musical creativity.

Relationships of socialization with intelligence, self-concept, and other traits of personality in children aged 6-7 years.

2002-2003.

This study, in the first place, analyzes the relationships of social behavior with peers in educational contexts with a series of developmental variables, such as intellectual maturity, self-concept, and other dimensions of child personality. In the second place, the work identifies predictor variables of the child's social adaptation in said environment. The sample is constituted by 135 children aged 6-7 years (59 males and 76 females) of average socioeconomic and cultural level, from five public and private schools. The evaluation includes 4 instruments that allow measuring various positive and negative aspects of social behavior with peers (BAS-1), verbal and non-verbal intelligence (BADYG), self-concept (PAI), and other 13 dimensions of child personality, such as emotional stability, excitability, dominance, sensitivity... (ESPQ). The correlational analyzes (Pearson) evidence that the subjects with good social adaptation show significantly high scores in global, verbal, and non-verbal intellectual maturity, high levels of self-concept, and tend significantly to be characterized by being emotionally stable, perseverant, and respectful of the norms, little excitable, confident and sure of themselves, calm, and relaxed. The multiple regression analysis allows identifying as predictor variables of good social adaptation high non-verbal intelligence and a calm and relaxed character.

Evaluation of a psychological intervention with children aged 10-12 years in creativity and in other cognitive socio-emotional factors. Financed by the Vice-Rectorate of Research of the University of the Basque Country (project code: 1/UPV 00006.231-H-13945/2001).2001-2003

    Design and evaluation of a socio-emotional intervention program to promote prosocial behavior and prevent violence.

First National Award for Educational Research, 2003. Ministry of Education and Science.

The study aims to: (1) design a psychological intervention program for children in the third cycle of primary school (10-12 years) based on creative and cooperative games, (2) conduct an experimental implementation of the program during a school year, and (3) evaluate its effects on cognitive and socio-emotional factors of child development. A pretest-intervention-posttest experimental design with control groups is used. The sample is constituted by 86 subjects aged 10-11 years distributed in 4 groups, 2 of which are randomly assigned to the experimental condition (54 subjects) and the other 2 groups to the control condition (32). Before and after the program, 13 evaluation instruments are administered to measure the effects of the intervention on variables such as: verbal and graphic creativity, traits of creative personality, verbal and non-verbal intelligence, varied social behaviors (consideration with others, self-control, withdrawal, anxiety, leadership, prosocial behavior, antisocial behavior, assertive-passive-aggressive behavior...), cognitive strategies for resolving social situations, image of group peers as prosocial and creative, emotional stability, and self-concept. The intervention has consisted of a weekly game session of two hours in duration during a school year in which a sequence of several games and their subsequent debates was developed. The program carried out with the experimental subjects is configured based on weekly game sessions in which playful activities are developed that stimulate communication, friendly interaction, prosocial behavior, and creativity in different areas such as verbal, graphic, constructive, and dramatic creativity. 

With the data obtained in the pretest-posttest evaluation, descriptive analyzes (Means, Standard Deviations) and inferential analyzes of variance (MANOVA, MANCOVA) of the posttest-pretest differences are performed to explore the impact of the program. The results of the variance analyzes highlighted a positive impact of the program. From an intellectual point of view, a positive impact of the program was observed on: (1) verbal intelligence (ability to define words), (2) verbal associative thinking (fluency of ideas and originality), as well as on traits of self-evaluated creative personality, evaluated by teachers and peers, (3) on verbal creativity (originality, flexibility), and on graphic-figurative creativity (abbreviation, elaboration, originality, graphic creative performance). From the point of view of social development: (1) an increase in social behaviors of respect for the norms of sociability and self-control of impulses, of social behaviors of leadership associated with the spirit of service and popularity, (2) of assertive behaviors in interaction with peers, (3) of prosocial behaviors, (4) of the image of group peers who are seen as more prosocial and creative, (5) of cognitive strategies for assertive and global social interaction, as well as (6) a decrease in aggressive behaviors in interaction with peers and in antisocial behaviors. From the affective-emotional point of view, the program stimulated: (1) an increase in emotional stability and (2) an improvement in self-concept. These results validated the designed program, providing a tool for psychological intervention based on cooperative and creative play that stimulates the development of creativity and child personality in this age group. The results evidenced the positive effect of interventions that stimulate play in child creativity.

Creative Personality Scale: Exploratory psychometric study.

2004-2005

The work aims to exploratorily analyze the psychometric characteristics of the Creative Personality Scale (CPS), a scale for evaluating creative personality traits and behaviors. The pilot sample consists of 139 subjects aged 10 to 11 years. The study uses a descriptive and correlational methodology and uses factor analysis to identify the underlying dimensions of the CPS. The scale is administered as a self-report to the subjects, as well as to their parents and teachers in a hetero-evaluation format. To analyze validity, 10 evaluation instruments are applied. ANOVAs evidence few differences based on gender and age. The factor analysis indicates the existence of 5 factors that explain 55% of the variance, with moderate correlations between them that suggest the unidimensionality of the scale. Cronbach's alpha, inter-rater reliability coefficients, and test-retest allow ratifying the consistency and reliability of the CPS. The correlations between the CPS and other instruments for evaluating creativity suggest its construct validity. In addition, it is confirmed that creative subjects have many positive social behaviors, few negative, high self-concept, capacity for analyzing emotions, empathy, and high intelligence.

Empathy in children aged 10 to 12 years: Associated social, emotional, and intellectual variables and gender differences.

(Project code: 1/UPV 00006.231-H-13945/2001)

2005-2006.

The study had 3 objectives: 1) explore the existence of gender differences in empathy, 2) analyze the relationships between empathy and social behavior, self-concept, emotional stability, social interaction strategies, the capacity for analyzing emotions, intelligence, and creativity, as well as 3) identify predictor variables of empathy. The sample was of 139 participants aged 10 to 12 years. The ANOVAs show gender differences in empathy with significantly higher scores in women. The Pearson coefficients suggest that participants with high empathy had many positive social behaviors (prosocial, assertive, consideration, self-control, leadership), few negative social behaviors (passive, aggressive, antisocial, withdrawal), many assertive interaction strategies, were nominated as prosocial peers, had high self-concept, high capacity for analyzing negative emotions, high emotional stability, as well as many creative personality traits and behaviors. The multiple regression identified as predictor variables: high level of prosocial behavior, low level of aggressive behavior, and high self-concept.

Antisocial behavior in children aged 10 to 12 years: Associated personality factors and predictor variables.

(Project code: 1/UPV 00006.231-H-13945/2001)

2005-2006

This study aimed to analyze the relationships of antisocial and delinquent behavior with various personality factors, identify predictor variables of these behaviors, and explore the existence of differences based on gender. The sample studied was of 139 participants aged 10 to 12 years, 64 males and 75 females. 11 evaluation instruments were administered to measure the variables under study. The results of the correlational analyzes (Pearson) suggest that participants with high antisocial-delinquent behavior showed: few social behaviors of consideration with others, of self-control, prosocial and assertive, many social behaviors of withdrawal, passive and aggressive, few cognitive strategies for assertive social interaction and many aggressive, were rarely chosen as prosocial peers, had low positive self-concept and high negative self-concept, low capacity for empathy, high emotional instability, and low capacity for verbal associative thinking. The regression analysis allows identifying as predictor variables of antisocial-delinquent behavior: few social behaviors of impulse self-control, high emotional instability, low verbal associative originality, many cognitive strategies for aggressive social interaction, and few social behaviors of consideration with others. Results of the analysis of variance show gender differences in antisocial-delinquent behavior with significantly higher scores in males.

Construction of an instrument for the evaluation of self-concept: standardization and psychometric analyzes 

(Project code: 1/UPV 00006.231-H-15910/2004)

2004-2006

The study aimed to construct an instrument for the evaluation of self-concept for adolescents and adults, consisting of a list of adjectives (LAEA) that describe aspects of physical, social, emotional, and intellectual self-concept. An experimental and correlational methodology was used. The main typification sample was of 1579 participants, although the LAEA was also applied to 4 complementary samples (1291 non-clinical subjects) and to 5 clinical samples (203 subjects with disabilities: mental, auditory, motor, visual, and dysphemia). The results of the psychometric studies show that it is a unidimensional scale for evaluating self-concept, with internal consistency (Cronbach's alpha = .92) (Spearman-Brown coefficient = .84). The analyzes of test-retest reliability with an application interval of 40 days on average evidenced a high correlation (r = .83), highlighting the temporal stability of the test. In the analysis of construct validity, with the Rosenberg self-esteem scale (r = .63), and with the AF-5 Self-concept Form 5 by García and Musitu (r = .71), the correlations obtained ratify its validity. Studies of convergent and discriminant validity of the LAEA confirm psychometrically the test since they have highlighted significant positive relationships of self-concept (LAEA) with: cooperation, social skills, social adaptation, self-esteem, feelings of happiness, personality traits (emotional stability, mental openness, sociability, and responsibility), empathy, emotional intelligence, family satisfaction, and personality traits (extraversion, openness, kindness, responsibility). Likewise, negative correlations have been obtained with: psychopathological symptoms, behavior problems, negative social skills, neuroticism, reception of negative social behaviors from group peers, intolerance, superstitious thinking, state-anxiety, anger-state, and expression of anger in a situation of anger.

Neosexism in adolescents aged 14 to 17 years: Relationships with self-concept-self-esteem, psychopathology, behavior problems, social skills, and other personality traits.

2005-2006

The work explores neosexism in adolescence in its connections with psychopathological symptoms and personality traits. The study has 3 objectives: 1) analyze whether there are differences in neosexism based on sex; 2) study the concomitance relationships between neosexism, psychopathological symptoms, behavior problems, personality traits, cooperation, social skills, self-concept, self-esteem, and feelings of happiness; and 3) identify predictor variables of neosexism. The sample is constituted by 322 adolescents aged 14 to 17 years. The study uses a correlational methodology. To measure the dependent variables, 9 evaluation instruments are used. The ANOVAs show gender differences in neosexism with significantly higher scores in males. The Pearson coefficients suggest that neosexist adolescents of both sexes have many psychopathological symptoms (phobic anxiety, psychoticism, total positive symptoms), many behavior problems (school, social adaptation), low self-concept, low cooperation, few appropriate social skills, much overconfidence, jealousy-loneliness, low emotional stability, low sociability, and low responsibility. The multiple regression analysis allows identifying as predictor variables of neosexism: high overconfidence, low capacity for cooperation, and low social adaptation. The discussion raises the relevant role that intervention programs that promote socialization and gender equality may have in reducing neosexism.

Self-concept, self-esteem, and psychopathological symptoms in people with intellectual disability.

Project code: 1/UPV 00006.231-H-15910/2004)

2005-2006.

The study had 2 objectives: 1) analyze the self-concept, self-esteem, and various psychopathological symptoms in people with and without intellectual disability; and 2) explore the existence of gender differences in self-concept, self-esteem, and psychopathological symptoms in both samples. The sample is configured with 170 participants aged 19 to 40 years, 128 without disability and 42 with intellectual disability. The study employed a descriptive methodology. To measure the variables, 3 evaluation instruments were applied: LAEA (Garaigordobil, in press), EA (Rosenberg, 1965), SCL-90-R (Derogatis, 1983). The results of the ANOVA show that people with intellectual disability had significantly lower scores in self-concept and self-esteem, as well as higher in all psychopathological symptoms except in somatization. The ANOVAs do not evidence gender differences in any variable both in the group with intellectual disability and in the group without disability.

Psychopathological symptoms, social skills, and personality traits: A study with adolescents aged 14 to 17 years.

2006-2007

The study has 2 objectives: 1) analyze the relationships of psychopathological symptoms with cooperation, social skills, and other personality traits; and 2) identify predictor variables of psychopathological symptoms. The sample is constituted by 322 adolescents aged 14 to 17 years. The study uses a correlational methodology. The psychopathological symptoms (somatization, obsession-compulsion, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, psychoticism...), the capacity for cooperation, the social skills, and various personality traits (emotional stability, mental openness, sociability, responsibility) were measured with 4 evaluation instruments: the SCL-90-R questionnaire, the cooperation scale EC, the social skills scale MESSY, and the personality test TPT. The Pearson coefficients suggest that adolescents with many psychopathological symptoms have few behaviors of cooperation, few social skills, much inappropriate assertiveness, impulsivity, overvaluation, and jealousy-loneliness, as well as low emotional stability, sociability, and responsibility. The multiple regression analysis allows identifying 4 predictor variables of psychopathological symptoms: high level of jealousy-loneliness, low social integration, impulsivity, and low self-concept. The discussion raises the role that socio-emotional intervention programs during childhood may have in preventing the emergence of psychopathological symptoms and in promoting mental health.

Psychopathological symptoms, behavior problems, and self-concept-self-esteem: A study with adolescents aged 14 to 17 years.

Project code: 1/UPV 00006.231-H-15910/2004)

2006-2007.

The study has 3 objectives: 1) analyze the existence of gender differences in self-concept-self-esteem, 2) study the concomitance relationships between psychopathological symptoms, behavior problems, and self-esteem-self-concept, and 3) identify predictor variables of high self-concept and self-esteem. The sample is constituted by 322 adolescents aged 14 to 17 years (53.4% males, 45.3% females). The study uses a correlational methodology. To measure the psychopathological symptoms (somatization, obsession-compulsion, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, psychoticism, melancholic depression), behavior problems (school, antisocial behavior, shyness-withdrawal, psychopathological, anxiety, psychosomatic, social adaptation), and self-concept-self-esteem, the following are applied: the SCL-90-R questionnaire, the EPC behavior problems scale, the AF-5 self-concept scale, and the Rosenberg self-esteem scale. The ANOVAs show higher scores of males in self-esteem, however, no gender differences are found in global self-concept. The Pearson coefficients suggest that adolescents with high self-concept and high self-esteem have a low level of psychopathological symptoms and behavior problems. The multiple regression analysis allows identifying as predictor variables of high self-concept-self-esteem: few symptoms of depression, few school problems, and few symptoms of interpersonal sensitivity. The discussion raises the role that intervention programs that promote self-concept and self-esteem may have in the prevention of psychopathological and behavioral problems.

Relationships of self-concept and self-esteem with sociability, emotional stability, and responsibility in adolescents aged 14 to 17 years

Project code: 1/UPV 00006.231-H-15910/2004)

2006-2007.

The study has three objectives: 1) analyze whether there are gender differences in various personality parameters during adolescence; 2) study the relationships of self-concept and self-esteem with cooperation, social skills, feelings of happiness, and other dimensions of personality; and 3) identify predictor variables of self-concept-self-esteem. The sample is constituted by 322 adolescents aged 14 to 17 years. The study uses a descriptive and correlational methodology. To measure the variables, 6 evaluation instruments are administered. The ANOVAs show significantly higher scores in males in self-esteem, inappropriate assertiveness, overconfidence, emotional maladjustment, and stress tolerance, while females have higher scores in cooperation, appropriate social skills, adaptation to changes, availability towards new tasks, and teamwork. The Pearson coefficients suggest that adolescents of both sexes with high self-concept and high self-esteem are cooperative, have feelings of happiness, stress tolerance, social intelligence, social integration, capacity to work in a team, high self-demand, tenacity-constancy, low inappropriate assertiveness, low impulsivity, few feelings of jealousy-loneliness, low level of emotional maladjustment, little anxiety and depression, that is, they are emotionally stable, sociable, and responsible.

Intervention in creativity with children aged 10-11 years: Impact of a game program on verbal and graphic-figurative creativity

(Project code: 1/UPV 00006.231-H-13945/2001)

2005-2006

This work presents the results of the evaluation of a game program designed to stimulate child creativity. A quasi-experimental pretest-intervention-posttest design with a control group was used. The sample used was of 86 subjects aged 10 to 11 years, 54 experimental and 32 control, distributed in 4 groups. Before and after the program, two evaluation methods were applied: 7 verbal and figurative tasks of the TTCT by Torrance and the direct judgment of expert judges who evaluated a creative product. The program consisted of a weekly intervention session of two hours in duration during a school year. The activities of the program stimulate verbal, graphic-figurative, constructive, and dramatic creativity. The results of the variance analyses suggest a positive effect of the intervention since the experimental subjects significantly increased verbal creativity (originality) and graphic-figurative creativity (abbreviation, originality, elaboration, creative performance). The program promoted a significantly higher change in the experimental subjects who had a low level of creativity before the intervention. Gender did not influence the effects of the program.

Quantitative and qualitative evaluation through subjective judgments of a program to develop the personality of children aged 10 to 11 years.

(Project code: 1/UPV 00006.231-H-13945/2001)

2005-2006

This work presents the results obtained in the evaluation of a cooperative and creative game program designed to stimulate the development of child personality. Specifically, the effect of the intervention is explored in various behaviors related to socio-emotional and creativity development. A quasi-experimental pretest-intervention-posttest design with a control group was used. The sample used was of 86 subjects aged 10 to 11 years, 54 experimental and 32 control. Before and after the program, various evaluation instruments were applied, and at the end of the intervention, the experimental subjects and the adults who participated in the implementation of the experience completed a program evaluation questionnaire. The program consisted of a weekly intervention session of two hours in duration during a school year. The activities of the program stimulate cooperation and creativity. The results obtained with the program evaluation questionnaire indicate a high level of change and satisfaction in the experimental subjects. These results are consistent with those obtained when performing variance analyses of the pretest-posttest data since they suggest a positive effect of the intervention in the experimental subjects who significantly improved in many of the socio-emotional and creativity factors evaluated.

Autoconcept, self-esteem, and psychopathological symptoms in people with and without dysphemia: A descriptive and comparative analysis.

Project code: 1/UPV 00006.231-H-15910/2004)

2005-2006

The study aims to two objectives: 1) explore self-concept, self-esteem, and various psychopathological symptoms in people with and without dysphemia; and 2) analyze the existing relationships between self-concept and self-esteem with psychopathological symptoms in people with and without dysphemia. The sample is configured by 689 participants aged 19 to 40 years, of whom 37 have dysphemia and 652 do not suffer from this disorder. The study employed a descriptive and correlational methodology. Three evaluation instruments were applied: LAEA, EA, SCL-90-R. The ANOVAs evidenced that the participants with dysphemia had significantly lower scores in self-esteem and higher in psychopathological symptoms compared to those who did not manifest this disorder. The Pearson coefficients confirmed that the participants with high self-concept and self-esteem had few psychopathological symptoms, both those who presented dysphemia and those who did not manifest this disorder.

Motor disability: Self-concept, self-esteem, and psychopathological symptoms.

Project code: 1/UPV 00006.231-H-15910/2004)

2005-2006

The study has 3 objectives: 1) analyze self-concept, self-esteem, and various psychopathological symptoms in people with and without motor disability; 2) explore the existence of gender differences in self-concept, self-esteem, and psychopathological symptoms in both samples; and 3) study the existing relationships between self-concept and self-esteem with psychopathological symptoms in the participants with and without motor disability. The sample is configured by 165 participants, aged 19 to 40 years, 128 without disability and 37 with motor disability. The study employs a descriptive and selective methodology, administering 3 evaluation instruments: LAEA, EA, SCL-90-R. The results of the ANOVA confirm that there are no differences in self-concept and self-esteem between people with and without motor disability, however, people with motor disability have higher scores in various symptoms (obsession-compulsion, phobic anxiety, psychoticism, and in the symptom distress index), while people without motor disability have higher scores in somatization symptoms. The results of the ANOVA have not found gender differences in any variable neither in the group with motor disability nor in the group without disability. The Pearson coefficients evidence significant inverse relationships of self-concept and self-esteem with the total of psychopathological symptoms in the participants with and without motor disability.

Hearing impairment: Self-concept, self-esteem, and psychopathological symptoms

Project code: 1/UPV 00006.231-H-15910/2004)

2006-2007

The study sets out 3 objectives: 1) comparatively analyze self-concept, self-esteem, and psychopathological symptoms in people with and without hearing impairment; 2) explore gender differences in self-concept, self-esteem, and psychopathological symptoms in both samples; and 3) study the existing relationships between self-concept and self-esteem with psychopathological symptoms in people with and without hearing impairment. The sample is configured by 130 participants aged 19 to 40 years, 72 without hearing impairment and 58 with hearing impairment. The study employed a descriptive and correlational methodology. Three evaluation instruments were applied: LAEA, EA, SCL-90-R. The ANOVAs confirmed that the participants with hearing impairment had no differences in self-concept and self-esteem compared to the hearing, however they had higher scores in all psychopathological symptoms except in somatization. No gender differences were evidenced in self-concept, self-esteem, and psychopathological symptoms neither in the participants with hearing impairment nor in the hearing: women with impairment only showed higher scores in the distress index, and hearing women in the distress index and in phobic anxiety. The Pearson coefficients highlighted negative correlations of self-concept and self-esteem with the total score of psychopathological symptoms.

A descriptive and correlational analysis of self-concept, self-esteem, and psychopathological symptoms in a sample from the Basque Country of 12 to 65 years.

Project code: 1/UPV 00006.231-H-15910/2004)

2007-2008.

The work has 2 objectives: 1) analyze the characteristics of self-concept, self-esteem, and psychopathological symptoms, based on age and gender, in a representative sample from the Basque Country; and 2) study the relationships between self-concept and self-esteem with psychopathological symptoms. The sample is constituted by 1579 participants aged 12 to 65 years, 732 are males (46.4%) and 847 females (53.6%). The study uses a descriptive and correlational methodology. To measure psychopathological symptoms, self-concept, and self-esteem, 3 evaluation instruments are administered. The ANOVAs indicated the existence of significant differences associated with age, in self-concept, in self-esteem, and in the number of psychopathological symptoms. In relation to gender, no significant differences were found in self-concept and self-esteem, but differences were found in psychopathological symptoms with higher scores in women in various disorders (somatization, interpersonal sensitivity, depression, anxiety, phobic anxiety, total number of symptoms). The results of the correlational analyzes confirmed the existence of significant inverse relationships between self-concept and self-esteem with psychopathological symptoms. The discussion raises the role that intervention programs that promote self-concept and self-esteem may have in the prevention of psychopathological problems.

Evaluation of the effects of a cooperative game program for children aged 10-11 years on prosocial behaviors and on the perception of peers.

2007-2008.

(Project code: 1/UPV 00006.231-H-13945/2001)

This research aimed to design a cooperative game program and evaluate its effects on positive social behavior and on the perception of group peers. A pretest-intervention-posttest design with control groups was used. The sample was of 86 subjects aged 10 to 11 years, 54 experimental and 32 control. Before and after the program, 3 evaluation instruments were applied. The program consisted of carrying out a weekly session of two hours in duration during a school year. The activities of the program stimulate communication and prosocial behavior. The results of the variance analyses suggest a positive impact of the program since the experimental subjects significantly increased their behaviors of self-control, leadership, and prosocial, as well as the number of group peers considered prosocial. The experimental subjects who had few behaviors of consideration, self-control, leadership, prosocial, and many behaviors of withdrawal in pretest improved more. Some effects of the program were found based on sex, since women decreased their behaviors of withdrawal more and increased the number of peers perceived as prosocial more.

Self-concept in children aged 5 years: Relationships with intelligence, neuropsychological maturity, creativity, altruism, and empathy.

2006-2007

This study had 3 objectives: 1) explore the existence of gender differences in self-concept during early childhood; 2) analyze the existing relationship between self-concept and intelligence (verbal, non-verbal, global), neuropsychological maturity (attention, verbal fluency, comprehensive language, iconic memory, and visuoperception), creativity, altruism, the capacity for prosocial resolution of interpersonal problems, and empathy; and 3) identify predictor variables of child self-concept. The sample was of 86 participants aged 5 years, 54.7% boys and 45.3% girls. The study used a correlational methodology, and 7 evaluation instruments were administered. The ANOVAs showed gender differences in self-concept with significantly higher scores in girls. The Pearson coefficients suggest that the participants with positive self-concept have a high level of intelligence (verbal and non-verbal), of factors associated with neuropsychological maturity (attention, verbal fluency, comprehensive language, visuoperception), of creativity, and of empathy. Intelligence resulted the main predictor variable of self-concept. The results suggest that self-concept is a preventive, and therefore key, factor in the design of intervention programs in the stage of Infant Education.

Effects of an intervention program in children aged 5 to 6 years: Evaluation of the proactive change in behavioral and cognitive factors of development.

2006-2011

The objective of the study was to evaluate the effects of a cooperative game program on behavioral and cognitive factors of child development. An experimental pretest-intervention-posttest design with control groups was used. The sample was of 86 participants, aged 5 to 6 years, 53 experimental and 33 control. In the pretest and posttest phase, 5 evaluation instruments were used. The program consisted of a weekly game session of 75 minutes in duration during a school year. The results of the variance analyses suggest that the program significantly increased the cognitive capacity for prosocial resolution of interpersonal problems, altruistic behavior with peers, verbal fluency, and normativity. A significantly higher change was confirmed in the experimental subjects who had a low level of development before the intervention. Sex did not influence the effects of the program. The results evidence the relevance of cooperative play in child development and support the idea of introducing play in the projects of Preschool Education.

Creativity in preschool children: An experience of evaluation and intervention

2006-2011

The study presented had 2 objectives: 1) design an evaluation instrument to assess creative thinking from early ages; and 2) evaluate the effect of a cooperative-creative game program on the creativity of children aged 5 to 6 years. To elaborate the evaluation instrument, we worked with a sample of 60 participants aged 5 to 6 years, with whom a pilot experience was carried out in which the TCAI was designed (Creative Thinking Test through the analysis of an image. Garaigordobil and Berrueco, 2007). Subsequently, with the purpose of evaluating the effects of a cooperative-creative game program, a sample of 86 participants aged 5 to 6 years was used, randomly assigned 53 to the experimental condition and 33 to the control condition. The first part of the study used a descriptive methodology, and the second part an experimental methodology, specifically a repeated measures pretest-posttest design with control groups. Before and after applying the game program, the TCAI was administered with which 4 indicators of creativity are explored: 1) the degree of observation and identification of rare or unusual stimuli; 2) the level of nonconformity with different situations; 3) fluency both in finding problems and in giving solutions to given problems; and 4) the originality of the problems found and the solutions given. The game program (Garaigordobil, 2007) consisted of the application of a weekly game session of 75 minutes in duration in which preschool children carried out various cooperative-creative games. The results of the multivariate analysis of variance confirmed that the intervention promoted an increase in creative thinking that manifested in the capacity to perceive unusual details, as well as in the fluency and originality to identify and solve problems. In addition, the results evidenced that the experimental boys and girls changed similarly due to the effect of the program, that is, no differences were found based on sex.

Effects of a game program on the creative thinking of preschool children

2006-2011

            The objective of the study was to evaluate the effects of a game program on child creativity. An experimental repeated measures pretest-posttest design with control groups was used. The sample was configured with 86 participants aged 5 to 6 years (53 experimental and 33 control). Before and after the intervention, 2 evaluation instruments were applied: The Torrance Tests of Creative Thinking (Torrance, 1990) and The Scale of Behaviors and Traits of Creative Personality (Garaigordobil & Berrueco, 2007). The program consisted of a weekly game session of 75 minutes in duration during a school year. The results of the ANOVA showed that the program significantly increased verbal creativity (fluency, flexibility, originality), graphic creativity (elaboration, fluency, originality), as well as behaviors and traits of creative personality. In the pretest phase there were no differences in the creativity of boys and girls, and the program stimulated a similar level of change in both sexes. The discussion focuses on the importance of implementing creativity programs with preschool children.

Harassment and school violence in the Autonomous Community of the Basque Country: some characteristics of the phenomenon.

2008-2009.

The study explores some characteristics of school bullying in the Autonomous Community of the Basque Country with a descriptive methodology. The sample consists of 5,983 participants aged 10 to 16 years, distributed in 169 centers, to whom the school violence questionnaire of the Ombudsman is administered. The results evidence that: 1) the great majority of schoolchildren feel well treated by their teachers; however, a percentage of teachers (5.3%-12.2%) are mistreated by the students; 2) between 3% and 4.5% of the schoolchildren very often feel afraid of going to school; 3) the majority of the Primary victims talk about their problems with their family and those of Secondary with their friends; 4) the witnesses intervene to cut off a bullying situation when the victim is their friend, and the aggressors perceive that many of their peers encourage them, help them, or do nothing; and 5) some Primary schoolchildren consider that the teachers punish the aggressors, while in Secondary they perceive that they inhibit themselves. The results suggest the need for strategies for identification of school bullying and for psychoeducational intervention.

Bullying: Incidence of violence among peers in the schools of the Autonomous Community of the Basque Country

2008-2009

The objective of the study was to carry out an epidemiological analysis of bullying in schoolchildren of the Autonomous Community of the Basque Country. The work analyzes some characteristics, incidences, and types of violence among peers, as well as the bullying index or percentage of victimization. An epidemiological methodology is used with a representative sample of 5,983 participants of 5th and 6th of Primary Education (10-12 years) and of Compulsory Secondary Education (12-16 years) distributed in 169 centers. With the purpose of measuring the variables under study, 2 evaluation instruments were administered: the School violence questionnaire: Mistreatment among peers in the ESO (Ombudsman, 2000) and the Checklist: My life at school (Arora, 1987). The most outstanding results confirm that the great majority of schoolchildren feel well treated by their peers. The bullying index obtained is of 5.8% of victims in Primary and 3.8% in Secondary. As age increases, intimidating behaviors decrease. The most frequent aggression is of verbal type and the place where most aggressions occur is the schoolyard. The aggressor is primarily male, from the same class as the victim, and most aggressions are carried out in an exclusively male group.

An analysis of school bullying from a gender and group perspective

2008-2009

The study explores gender differences and the role of the group in school bullying, using a descriptive epidemiological methodology. The sample consists of 5,983 participants aged 10 to 16 years (169 centers). The school violence questionnaire (Ombudsman, 2000) is administered. The results find that: 1) the perception of the incidence of bullying is different according to the role (witness, victim, or aggressor), but the differences based on sex vary little, males and females observe similar incidence; both observe more physical aggression behaviors in males and more verbal aggressive behaviors such as talking badly in females; and in both sexes as age increases, physical aggressive behaviors decrease while verbal increase; 2) Bullying behaviors occur more frequently when aggressors and victims are of the same sex except in sexual harassment; 3) most bullying behaviors are carried out by males against a single male peer; 4) between 6.8% and 4.8% of schoolchildren in the last 6 months have "sometimes" or "almost every day" messed with a peer; and 5) according to witnesses, the observation of "gangs that mess with a peer" is often similar in Primary and Secondary Education (10%).

Emotional intelligence in victims of school bullying and aggressors

2009-2010

The study had as main objective to analyze the existing relationships between being a victim of school bullying and being an aggressor with parameters associated with emotional intelligence (emotivity, efficacy, superstitious thinking, rigidity, esoteric thinking, illusion). The sample is constituted by 248 students aged 12 to 16 years, 144 males (58.1%) and 104 females (41.9%). To measure the variables, 3 evaluation instruments were used: the Constructive Thinking Inventory, the Checklist My Life at School, and the Questionnaire of Antisocial-Delinquent Behaviors. The results obtained confirmed that: 1) adolescents who had suffered many intimidation or bullying behaviors also had a low level of emotional intelligence, low emotivity, low self-esteem, low frustration tolerance, low efficacy, and little activity; and 2) Adolescents who had a high level of antisocial-delinquent behaviors showed a low level of emotional intelligence, of efficacy, of activity, of responsibility, and of tolerance. The discussion revolves around the importance of implementing programs to promote emotional intelligence with the purpose of preventing school bullying.

Educational centers in the face of school bullying: actions of teachers, sanctioning actions, and prevention activities

2009-2010

The study had 3 objectives: 1) analyze the actions of teachers when they identify behaviors of school bullying, 2) study the sanctioning actions that educational centers carried out the previous school year; and 3) identify the activities of prevention of conflicts among students that are developed in educational centers. In addition, it is analyzed whether there are differences between educational stages (EP-Primary / ESO-Secondary), or between networks (public / private). The study uses a cross-sectional descriptive epidemiological methodology. The sample consisted of 169 directors of 169 educational centers of the Autonomous Community of the Basque Country. A questionnaire was administered with three questions, one on each objective of the study. The results evidenced that: 1) when behaviors of school bullying are identified, there is a higher level of action on the part of the ESO teachers and in the private network; 2) in the previous school year, a higher level of sanctions was found in the ESO and also in the private network; and 3) in the preventive activities carried out by teachers on conflicts among peers, very few differences were found between educational cycles (EP-ESO) and between networks (public-private).

A comparative study of the bullying behaviors perceived by the directors of educational centers and by students aged 10 to 16 years

2009-2010

The research set out 2 objectives: 1) compare the bullying behaviors that the directors of educational centers (directors and heads of studies) and the students observe in Primary (EP) and Secondary (ESO); and 2) compare the bullying behaviors that the directors and the students observe in the public and private network. The sample was configured with 169 directors of 169 educational centers of the Autonomous Community of the Basque Country, and 5,983 students aged 10 to 16 years. A questionnaire was administered that collected information about their experience as a witness of 13 behaviors of school bullying. The results evidenced that: 1) The directors perceive few differences in bullying behaviors in EP and ESO, while the students observe many differences, with a higher prevalence of these behaviors in ESO; 2) Many of the bullying behaviors go unnoticed by the directors, the students being privileged observers of these behaviors; 3) The students observe a high level of prevalence of serious bullying behaviors, both physical (they hit him, they sexually harass him, or they threaten him with weapons) and verbal (they insult him), which are not visualized by the directors; and 4) The directors perceive few differences between the public and private network, while the students find many differences, observing a greater prevalence of bullying behaviors in the private one.

Self-concept, self-esteem, personality traits, and psychopathological symptoms in adolescents with visual disability

Project code: 1/UPV 00006.231-H-15910/2004)

2008-2009

The purpose of the study was to analyze self-concept, self-esteem, other personality traits, and various psychopathological symptoms in people with and without visual disability. The sample was configured with 90 participants aged 12 to 17 years, 61 without disability and 29 with visual disability. The ANOVA did not evidence differences in self-concept or in self-esteem, however, adolescents with visual disability had higher scores in various psychopathological symptoms as well as in kindness behaviors. The ANOVA did not reveal gender differences in any variable in the adolescents without disability, however, girls with visual disability had significantly lower scores in self-esteem and higher in various psychopathological symptoms. The Pearson coefficients showed negative relationships between self-concept and self-esteem with all psychopathological symptoms, with neuroticism, as well as a positive relationship with extraversion. Low psychoticism, high extraversion, and low hostility were identified as predictors of high self-concept.

Psychopathological symptoms and personality dimensions in adolescents with visual disability: evolutionary changes and relationships between both variables

Project code: 1/UPV 00006.231-H-15910/2004)

2010-2011

The study had 3 objectives: 1) analyze whether there are differences between sexes and changes with age in psychopathological symptoms and personality dimensions in adolescents with visual disability (VD); 2) assess whether there are differences between adolescents with and without VD in psychopathology and personality, using for this comparison the typification samples of the tests used; and 3) explore the existing relationships between psychopathology and personality. The sample contains 29 participants with severe VD aged 12 to 20 years. The SCL-90-R and NEO-FFI were administered. The analysis of variance evidenced that girls with VD had higher scores than boys with VD in various psychopathological symptoms (obsession-compulsion, depression, anxiety, hostility, additional), in the general symptomatic index and in the positive symptoms index; no sex differences were found in personality dimensions. The comparison between adolescents with and without VD evidenced that girls with VD had high levels of general psychopathology (percentiles of 85 or higher), while boys with VD had average levels; and adolescents with VD of both sexes showed low levels of extraversion (percentiles of 25 or lower). The symptoms did not increase with age; only the responsibility trait showed a decrease with age. The age*sex interaction was not significant. The Pearson coefficients confirmed positive relationships of neuroticism with all psychopathological symptoms; negative relationships of extraversion with some symptoms (obsession-compulsion, depression, phobic anxiety, paranoid ideation, additional); and of kindness with others (anxiety, additional).

A comparative analysis of empathy in childhood and adolescence: Gender differences and associated socio-emotional variables.

2008-2009

This study has two objectives: 1) comparatively explore empathy and a set of socio-emotional variables in childhood and adolescence, carrying out an analysis of gender differences; and 2) analyze the relationships of empathy with social behavior, with sociometric choice of prosocial peer, with self-concept, and with capacity to analyze negative emotions, in both evolutionary stages. The sample is constituted by 313 participants aged 10 to 14 years. The study uses a descriptive and correlational methodology. To measure the variables, 12 evaluation instruments are administered. The ANOVAs indicate that, in all ages, women have significantly higher scores in empathy, in prosocial behavior, in assertive behavior, and in capacity to cognitively analyze negative emotions, while males have more aggressive behaviors in interaction with peers. Complementarily, it is highlighted that the capacity for empathy does not increase from 10 to 14 years. The Pearson coefficients suggest, in all ages, a positive association of empathy with positive social behaviors (prosocial, assertive, of consideration with others), with self-concept, and with the capacity to analyze causes that generate negative emotions; as well as a negative association with disturbing social behaviors (aggressive, antisocial, of withdrawal).

Intelligence: Gender differences and relationships with psychomotor, behavioral, and emotional factors in children aged 5 years

2005-2007

The study had two objectives: 1) Explore gender differences in intelligence during early childhood; and 2) analyze the existing relationship between intelligence (verbal, non-verbal, global) and self-concept, psychomotricity, behavioral, and emotional variables. The sample is constituted by 74 Spanish boys and girls aged 5 years, 39.2% boys and 60.8% girls. With the purpose of measuring the variables under study, 6 evaluation instruments were administered: Brief Intelligence Test (K-BIT. Kaufman and Kaufman, 1997). Behavior Assessment System for Children and Adolescents (BASC. Reynolds and Kamphaus, 2004). Evaluation scale of psychomotricity in preschool (EPP. De la Cruz and Mazaira, 1990). McCarthy Scales of Abilities and Psychomotricity for Children (MSCA. McCarthy, 2006). Evaluation scale of child self-concept (EA. Garaigordobil, 2007). The Draw-a-Person Test (DAP. Koppitz, 1993). The study uses a descriptive, comparative, and correlational cross-sectional methodology seeking to establish relationships of concomitance of intelligence with self-concept, psychomotricity, and behavioral and emotional factors. The results of the analysis of comparison of means t-test (Student-Fisher t) have not evidenced gender differences in verbal intelligence (vocabulary), non-verbal (matrices), and total at this age level; nor in the capacity for manipulative abstract thinking (cubes). The correlation coefficients (Pearson) have highlighted positive relationships of total intelligence with self-concept, with some psychomotor functions (coordination, body schema), and with emotional stability. In addition, the participants with a high level of total intelligence have, according to the parents, low scores in atypicality, in somatization, and high in depression, while according to the teachers they have low levels of hyperactivity, atypicality, anxiety, externalization of problems, and of behavioral symptoms.

Subjective psychological well-being: sex differences, relationships with personality dimensions, and predictor variables

2008-2009

The work has three objectives: 1) analyze sex differences in subjective psychological well-being, in material well-being, and in personality dimensions such as self-concept, self-esteem, extraversion, neuroticism, and psychoticism; 2) explore the relationships between psychological and material well-being with personality dimensions; and 3) identify predictor variables of psychological well-being. The sample is formed by 394 participants aged 20 to 40 years, of whom 183 are males (46.4%) and 211 women (53.6%). The analysis of variance evidences sex differences in neuroticism, with higher scores in women, and in psychoticism with higher scores in men. The Pearson coefficients indicate significant positive correlations between subjective psychological well-being and material well-being. Positive correlations of subjective and material psychological well-being with self-concept, self-esteem, and extraversion are also confirmed, as well as negative with neuroticism and psychoticism. The multiple regression analysis allows identifying as predictor variables of high psychological well-being: high self-concept, material well-being, self-esteem, extraversion, and low neuroticism. Interventions that promote self-concept/self-esteem and extraversion will increase psychological well-being.

Psychometric Study of the Screening for Childhood Behavioral Problems (SCBP)

2008-2009

The primary objective of the study was to develop a screening tool for childhood behavioral problems (SCBP) and to conduct psychometric analyses of its reliability and validity. The sample consisted of 1,272 participants, including 671 boys and 601 girls aged 5 to 12 years, with 937 participants randomly selected without a clinical diagnosis and 335 intentionally selected with a clinical diagnosis (criterion groups). The results demonstrated that the SCBP: 1) has high internal consistency; 2) effectively discriminates between children with and without behavioral problems, emotional problems, and intellectual difficulties, confirming its criterion validity; 3) revealed more gender differences in the non-clinical sample (somatization, anxiety, infantile dependency, attention-hyperactivity, disruptive behavior, academic performance, violent behavior) than in the clinical sample (attention-hyperactivity, disruptive behavior, academic performance, violent behavior). However, gender differences were significant in both groups, with boys scoring higher overall. Factor analysis identified two factors: internalizing and externalizing behavioral problems.

Evaluation of Forgiveness: Generational and Gender Differences.

2008-2009

The study has two objectives: 1) to analyze the capacity for forgiveness based on age and gender, and 2) to investigate two aspects related to forgiveness: its definition and the circumstances or reasons that facilitate it. The methodology is descriptive, comparative, and cross-sectional. The sample consists of 140 participants, including 70 children and 70 parents, of both genders, aged 17-25 and 45-60, respectively. Two instruments were used to measure the dependent variables: the CAPER Forgiveness Assessment Scale and the ESPER Forgiveness and Facilitating Factors Scale. The results indicate that parents have a greater capacity for forgiveness than their children, and women have a greater capacity than men. In defining forgiveness, parents and children share similar conceptions: "lack of resentment, reconciliation, and understanding-empathy." However, there are more differences between men and women, although "lack of resentment" is the primary characteristic defining forgiveness for both. Regarding the reasons that facilitate forgiveness, differences were observed based on age and gender. Despite these differences, "remorse from the other party and a request for forgiveness" as well as "justice through the law" were the most significant factors.

Evaluation of the Program: A Society Building Peace / BAKEA ERAIKITZEN DUEN GIZARTEA

Research Contract. Contract awarded through a bidding process. A-058/DJT2007.

Human Rights Directorate. Department of Justice, Employment, and Social Security. Basque Government. Eusko Jaurlaritza.

2006-2007

The study aims to evaluate the effects of the intervention program "A Society Building Peace - Bakea eraikitzen duen gizartea," which seeks to promote peace education, coexistence, and violence prevention. The general hypothesis is that the intervention program will positively impact the personality development of participating adolescents, enhancing factors associated with socio-emotional development and human rights education. The research employs an experimental methodology, specifically a pretest-posttest repeated measures design with control groups. Before and after implementing the intervention program, a battery of 13 evaluation instruments was administered to both experimental and control participants to measure various dependent variables hypothesized to be affected by the program. Six of these instruments were developed specifically for this study. The sample consists of 285 adolescents in their 4th year of secondary education, distributed across 16 groups from 6 schools. The schools, randomly selected from the Basque Autonomous Community, are located in Bizkaia (3), Gipuzkoa (2), and Araba (1). Of the total sample, 162 participants were randomly assigned to the experimental condition (9 groups) and 123 to the control condition (7 groups). In terms of gender, 153 are male (53.7%) and 132 are female (46.3%).

The results of the pretest-posttest experimental evaluation of the program indicate that the intervention was effective in many variables, as the experimental participants significantly:

1. Increased positive and neutral cognitions toward immigrants and decreased negative, racist, and xenophobic cognitions.

2. Increased positive cognitions toward Spaniards and decreased negative cognitions.

3. Increased rejection of violence in general and decreased acceptance or justification of violence (gender violence, violence against children and the elderly, victims of violence, terrorism, etc.).

4. Increased rejection of ETA violence and decreased acceptance or justification of this type of violence.

5. Increased rejection of state or governmental violence.

6. Increased valuation of prosocial behaviors and values such as dialogue, forgiveness, and remorse, while decreasing negative or rejecting cognitions toward prosociality.

7. Significantly decreased less in empathy (the ability to cognitively and affectively perceive the emotional states of others) compared to the control group, indicating that the program mitigated an unexpected decline observed in both conditions.

8. Increased the ability to identify causes, factors, or situations that provoke violent behavior.

9. Increased knowledge of positive cognitive coping strategies in response to violent behavior.

10. Decreased the number of aggressive cognitive strategies as a technique for resolving or coping with violent behavior.

11. Increased the ability to conceptualize or define various concepts associated with peace (positive, negative) and violence (direct, indirect, repressive, structural, and cultural).

12. Decreased aggressive-stubborn behaviors, violent expressions against people or objects, and threatening or intimidating behaviors.

Program Evaluation: Taking Steps Towards Peace / BAKERAKO URRATSAK

Research Contract. Procurement via competitive bidding process:

A-133/DJT2007. A-036/DJT2008

Human Rights Directorate. Department of Justice, Employment, and Social Security. Basque Government (Eusko Jaurlaritza).

2007-2008

This study aimed to evaluate the impact of the intervention program "Taking Steps Towards Peace - Bakerako urratsak," designed to foster education in peace, coexistence, respect for human rights, and violence prevention. The study employed an experimental research design, specifically a pretest-posttest repeated measures design with control groups. Prior to and following program implementation, a battery of 15 assessment instruments was administered to both experimental (n = 191) and control (n = 85) participants to measure a range of dependent variables hypothesized to be influenced by the intervention. The sample comprised 276 adolescents in the fourth year of secondary education, distributed across 13 groups within 4 educational institutions in the Autonomous Community of the Basque Country (CAPV). Within the sample, 191 participants were randomly assigned to the experimental condition (9 groups), and 85 participants to the control condition (4 groups, one at each institution). Regarding gender, 127 were male (46%) and 149 were female (54%). Concerning participant age, 54.3% were 15 years old, 33.9% were 16 years old, 8.7% were 17 years old, and 1.1% were 18 years old (see Tables and Figures 1-5). The mean participant age was 15.55 years, with a standard deviation of 0.70.

The results of the pretest-posttest experimental evaluation of the "Taking Steps Towards Peace - Bakerako urratsak" program indicated that the intervention led to statistically significant improvements among the experimental adolescents in the following areas:

An enhanced global self-concept, as evidenced by an increase in the number of positive adjectives selected by adolescents to describe themselves.

Increases in: 1) cognitions rejecting violence; 2) sensitivity towards victims of terrorist violence; and 3) empathic feelings and behaviors towards victims of various forms of violence.

A reduction in racism, specifically in racist cognitions related to immigrants, indicating an increase in tolerance.

Improved attitudes toward prosocial values and behaviors, manifested as: 1) Decreased negative cognitions towards justice, leading to a greater overall appreciation of justice; 2) Increased positive cognitions towards forgiveness, decreased negative cognitions towards forgiveness, and a resulting improvement in attitudes toward forgiving others; 3) Increased positive cognitions towards dialogue, decreased negative cognitions towards dialogue, leading to a significant enhancement in the perceived value of dialogue in human relations and conflict resolution; and 4) Decreased negative cognitions regarding repentance.

An augmented capacity for empathy, reflecting an enhanced ability to cognitively and affectively perceive the emotional states of other human beings, particularly concerning perspective-taking, or the ability to adopt the viewpoint of others.

Elevated levels of positive behaviors in peer relationships at school (e.g., helping, donating, affability).

An improved perception of classmates and group members, with a greater number of peers being viewed as prosocial.

Greater knowledge: 1) regarding the causes, factors, or situations leading to violent behaviors; and 2) regarding positive coping strategies for responding to the violent behavior of others.

An increased capacity to conceptualize and define diverse concepts related to peace and violence.

Heightened external and internal anger control, resulting in a reduction in the expressed feelings of anger in provoking situations.

A decreased reliance on self-oriented or aggressive conflict resolution styles, characterized by self-centeredness, insistence on having one’s own way, and the use of aggressive and authoritarian approaches to conflict.

An increase in socially sensitive behaviors, related to a greater inclination to attune to the feelings of others, a willingness to accept ways of being different from one's own, to value others, and to hold positive perceptions of them.

A strengthened belief in the fairness of the world toward themselves.

LEADERSHIP OF A CONSOLIDATED RESEARCH GROUP

Group Designation: PSYCHOLOGICAL EVALUATION: INSTRUMENT DESIGN AND EVALUATION OF INTERVENTION PROGRAMS.

Reference: GIC07/57-IT-351-07

Department of Education, Universities and Research of the Basque Government. Grant proposal to support the activities of research groups within the Basque university system.

 2007-2009

Resolution: 30-10-2007. BOPV. 27-11-2007, nº 288. pp. 27864-27866. Supplement 228.

    RESEARCH AREA 1: EUSKERA ADAPTATION AND STANDARDIZATION OF PSYCHOLOGICAL ASSESSMENT INSTRUMENTS

    RESEARCH AREA 2: EVALUATING THE EFFECTS OF TWO

    SOCIO-EMOTIONAL INTERVENTION PROGRAMS FOR PEACE EDUCATION

    * PEACE EDUCATION PROGRAM IMPLEMENTED IN SECONDARY EDUCATION

    * PEACE EDUCATION PROGRAM IMPLEMENTED IN PRIMARY EDUCATION

Gender differences in socio-emotional developmental factors during adolescence and effects of a violence prevention program. 

Reference: GIC07/57-IT-351-07

2008-2009

This study had two primary objectives: 1) to examine gender differences in factors related to socio-emotional development, and 2) to implement a peace education and violence prevention program to investigate whether pretest-posttest changes in socio-emotional development differed by gender. The sample consisted of 285 adolescents aged 15-16 years, including 162 participants in the experimental group and 123 in the control group. An experimental pretest-posttest repeated measures design with a control group was employed, using 8 assessment instruments. Analyses of variance (ANOVAs) revealed significantly higher scores for female participants in cognitions reflecting rejection of violence, prosocial cognitions, perceptions of peers as prosocial, cooperative conflict resolution, positive strategies for coping with violence, internal control of anger, and positive social behaviors. Male participants exhibited significantly higher scores in cognitions reflecting acceptance of violence, aggressive conflict resolution, aggressive strategies for coping with violence, internal expression of anger, and negative social behaviors. The pre-post change in the majority of assessed socio-emotional developmental factors was similar for both genders.

Effects of the “Taking Steps Towards Peace” program on the cognitive and behavioral factors of juvenile violence.

Reference: GIC07/57-IT-351-07

2009-2010

This study aimed to evaluate the effects of the "Taking Steps Towards Peace" behavioral-cognitive intervention program, which promotes respect for human rights and the prevention of violence. A posttest-only experimental design with an equivalent control group was employed. The sample comprised 276 adolescents aged 15-17 years (M = 15.55; SD = 0.70), with 191 in the experimental group and 85 in the control group. The intervention consisted of 10 sessions, each lasting 90 minutes. Dependent variables were assessed via a self-report questionnaire, specifically the program evaluation questionnaire, adolescent version (CEP-A). Analyses of variance (ANOVAs) confirmed that the program fostered statistically significant improvements in eight socio-emotional domains: communication, social behavior, self-concept and concept of others, emotions, violence, conflict resolution, prosocial values and human rights, and psychological well-being. The discussion centers on the potential role of adolescent programs in violence prevention.

Evaluation of the Effects of a Violence Prevention Program on Cognitive and Behavioral Factors from the Subjective Perceptions of Teachers and Adolescents

Reference: GIC07/57-IT-351-07

2009-2010

This study aimed to evaluate the effects of the "Taking Steps Towards Peace" intervention program, which promotes respect for human rights and violence prevention. The sample consisted of 191 adolescents aged 15-17 years (M = 15.54, SD = 0.69), and 9 teachers implementing the program. The adolescent participants were enrolled in the fourth year of secondary education in schools within the Autonomous Community of the Basque Country. The intervention comprised ten 90-minute sessions. Following the intervention, both teachers and adolescents completed a program evaluation questionnaire to assess their experiences and estimate the program's impact on socio-emotional development. Results indicated that the teachers implementing the program: 1) positively evaluated 14 qualities and utilities of the program; 2) considered the overall experience highly positive and expressed their intention to continue implementing it in the future; and 3) observed moderate-to-high levels of change in their students across seven factors of socio-emotional development (communication, social behavior, emotions, violence, conflict resolution, prosocial values/human rights, and psychological well-being). This perception aligned with the change estimates provided by the adolescents themselves. The discussion focuses on the potential role of such programs in preventing political violence.

General and Personal Beliefs About Justice in the World: Gender Differences, Associations with Socio-Emotional Factors, and Impact of a Peace Education Program

Reference: GIC07/57-IT-351-07

2010-2011

This study addressed four primary objectives: 1) to analyze the validity and reliability of two scales designed to assess general and personal beliefs in a just world, specifically the belief that the world is a just place and the belief that the world is just towards oneself; 2) to explore potential gender differences in general and personal beliefs about justice; 3) to examine the associations between general and personal beliefs about justice and a set of socio-emotional variables; and 4) to evaluate the impact of a peace education and violence prevention program on general and personal beliefs regarding justice in the world.

The study sample comprised 313 adolescents aged 15-17 years, distributed across 15 groups from 5 educational centers. A cross-sectional, descriptive, and correlational design was used in the first phase of the study, while the second phase employed an experimental pretest-posttest repeated measures design with control groups. During the pretest phase, a battery of six assessment instruments (GBJW, PBJW, LAEA, CAVI, STAXI-2, and AECS) was administered, demonstrating adequate psychometric properties in terms of reliability and validity. Subsequently, a peace education and violence prevention program was implemented over a three-month period, followed by a second administration of the world justice belief assessment scales. The "Taking Steps Towards Peace – Bakerako urratsak" intervention program consisted of 8-10 intervention sessions, with one 90-minute session per week, incorporating activities and discussions related to peace and violence, as well as techniques for resolving human conflict.

Key findings confirmed: 1) the internal consistency and temporal stability of both the General Belief in a Just World (GBJW) scale and the Personal Belief in a Just World (PBJW) scale; 2) the construct validity of both scales, as evidenced by significant correlations with prosocial values related to justice, forgiveness, dialogue, and repentance; 3) the absence of significant gender-based differences in general and personal beliefs about justice; 4) that adolescents with high levels of general and personal beliefs in a just world exhibited strong socio-emotional adjustment, characterized by high self-concept, constructive strategies for coping with violent behavior in others, low expression of anger in provoking situations, frequent prosocial behaviors, and infrequent aggressive behaviors; and 5) the positive effects of the peace education and violence prevention program in promoting a statistically significant increase in personal beliefs in a just world. Collectively, these findings suggest that intervention programs designed to enhance positive beliefs about justice in the world may positively influence socio-emotional adjustment.

Feelings of Anger: Gender Differences, Correlations with Behavioral-Cognitive Variables, and Predictors of Anger Expression

Reference: GIC07/57-IT-351-07

2010-2011

This study pursued three objectives: 1) to examine potential gender differences in feelings of anger, specifically in state anger (intensity of anger at a given moment), trait anger (frequency with which an individual experiences anger over time; a stable personality propensity), and the anger expression index (a general measure of anger expression and control in anger-provoking situations); 2) to analyze associations between state anger, trait anger, and the anger expression index with positive and negative social behaviors, conflict resolution strategies, empathy, the ability to analyze violent behavior, self-concept, self-esteem, perceptions of peers, and cognitions regarding immigration, violence, and prosociality; and 3) to explore predictive variables of anger expression in anger-provoking situations. The sample comprised 285 participants aged 15-16 years (53.7% male, 46.3% female), randomly selected from educational institutions in the Basque Country, Spain. A cross-sectional, descriptive, and correlational research design was employed, administering 11 assessment instruments to measure the study variables. Results from analyses of variance (ANOVAs) revealed no significant gender differences in state anger, trait anger, or the anger expression index. Pearson correlation coefficients indicated that adolescents with high trait anger scores demonstrated fewer positive social behaviors (social conformity, social sensitivity, help/collaboration), more negative social behaviors (aggressiveness/stubbornness, dominance, antisocial behavior, delinquency), greater reliance on aggressive conflict resolution strategies, greater identification of causes of violent behavior and aggressive coping strategies, less utilization of positive conflict resolution strategies, lower empathy, less positive perceptions of peers, more negative cognitions toward immigrants, and greater acceptance of violence. Furthermore, adolescents with a high level of anger expression (a tendency to express feelings of anger) exhibited fewer positive social behaviors (social conformity, social sensitivity, help/collaboration, prosocial leadership), more negative social behaviors (aggressiveness, dominance, apathy/withdrawal, antisocial behavior, delinquency), greater use of aggressive conflict resolution strategies, identified numerous avoidant and aggressive coping strategies for violent behavior, used fewer cooperative/positive conflict resolution strategies, demonstrated lower empathy, identified fewer positive coping strategies for violent behavior, presented lower self-concept and self-esteem, held less positive perceptions of peers, demonstrated less appreciation for prosociality, possessed more negative attitudes towards immigrants, and displayed greater acceptance of violence. Finally, regression analyses identified the following as significant predictors of the "anger expression index": high levels of antisocial and aggressive behaviors, low use of positive conflict resolution strategies, infrequent prosocial leadership behaviors, frequent use of aggressive conflict resolution strategies, infrequent social conformity behaviors, infrequent cooperative conflict resolution strategies, a strong ability to identify causes that stimulate violent behavior, low self-esteem, and numerous cognitions concerning prosocial values and behaviors. The discussion centers on the importance of implementing adolescent programs designed to foster positive social behaviors, reduce negative behaviors, enhance self-esteem, develop cooperative conflict resolution strategies, and promote the valuation of prosocial behaviors and values in order to enhance the management of feelings of anger.

Evaluation of a Peace Education Program During Adolescence: Effects on Self-Concept, and on the Concept of Immigrants, Peace, and Violence

Reference: GIC07/57-IT-351-07

2010-2011

This study evaluated the effects of a peace education program on self-concept, the concept of immigrants, and the concept of peace and violence. The sample consisted of 285 adolescents aged 15-16 years from the Basque Country, including 162 in the experimental group and 123 in the control group. The study utilized an experimental pretest-posttest repeated measures design with a control group. Results confirmed that the program fostered improvements in self-concept, increased positive and neutral cognitions about immigrants while decreasing negative, rejecting, and xenophobic cognitions, and enhanced the capacity to define concepts associated with peace and violence. The program promoted similar levels of change in both genders. The discussion focuses on the importance of implementing socio-emotional intervention programs during childhood and adolescence to promote child and adolescent development and the prevention of violence.

Empathy and Conflict Resolution During Childhood and Adolescence

Reference: GIC07/57-IT-351-07

2010-2011

Research has highlighted the association between empathy and conflict resolution skills. This study aimed to: 1) analyze potential gender differences and developmental changes in empathy and conflict resolution; 2) explore the relationship between empathy and conflict resolution strategies; and 3) identify predictors of empathy. A cross-sectional, descriptive, and correlational methodology was employed. The sample consisted of 941 participants aged 8-15 years (509 boys, 432 girls) from the Basque Country, Spain. The results confirmed that: 1) girls scored higher in empathy at all ages; empathy did not increase during childhood, and during adolescence, an increase with age was confirmed only among girls; 2) girls utilized more positive/cooperative conflict resolution strategies, while boys utilized more aggressive strategies; the use of positive/cooperative strategies did not increase with age; and 3) positive correlations were confirmed between empathy and cooperative conflict resolution, and negative correlations were observed with aggressive conflict resolution. Predictors of empathy included: being female, utilizing frequent positive/cooperative conflict resolution strategies, and infrequent aggressive strategies. The study suggests that, within this age range, girls exhibit higher levels of empathy and conflict resolution skills; however, significant developmental changes were not observed. Furthermore, the results support the importance of implementing programs incorporating activities to foster empathy, as these may positively influence the capacity for cooperative conflict resolution.

Evaluation of the “Taking Steps Towards Peace” Program: Effects on Adolescent Attitudes Towards Violence and Prosociality

Reference: GIC07/57-IT-351-07

2010-2011

This study aimed to evaluate the effects of the "Taking Steps Towards Peace" program, which promotes coexistence, respect for human rights, and violence prevention. Specifically, it assessed the program's effects on attitudes towards violence, racism, and prosociality, as well as the capacity to analyze violence, and eight dimensions of socio-emotional development. The sample comprised 276 adolescents aged 15 to 17 years (191 experimental subjects, 85 controls, 127 males, and 149 females). The study employed an experimental design with pretest-posttest repeated measures and a control group. A battery of five assessment instruments was administered before and after the intervention. The program aimed to increase sensitivity towards victims of violence, promote respect for human rights, and prevent violence. It consisted of 10 intervention sessions lasting three months. Analyses of variance (MANOVA, ANOVA) confirmed that the program significantly fostered: 1) an increase in cognitions rejecting violence, sensitivity towards victims of political violence, and empathic feelings and behaviors towards victims of various types of violence (bullying, gender-based, familial, racist, political...); 2) a decrease in racism, specifically in racist cognitions towards immigrants; 3) improved attitudes towards prosocial values and behaviors (increased valuation and recognition of the importance of justice, forgiving others, the role of dialogue in human relations and conflict resolution, and the value of repentance); 4) increased knowledge about causes, factors, or situations that generate violent behaviors, as well as about positive coping strategies in the face of others' violent behavior; and 5) a positive effect on eight dimensions of socio-emotional development: subjective psychological well-being; prosocial values and human rights (equality, tolerance, solidarity…); conflict resolution (capacity for analysis and resolution…); violence (sensitivity towards victims, analysis of consequences of violent behavior…); intragroup communication (expression, listening…); social behavior (prosocial, aggressive…); emotions (expression, understanding, empathy…); and self-concept and image of others. 

Empathy and Conflict Resolution During Childhood and Adolescence

Reference: GIC07/57-IT-351-07

2010-2011

Research has highlighted the association between empathy and conflict resolution skills. This study aimed to: 1) examine potential gender differences and developmental changes in empathy and conflict resolution; 2) explore the relationship between empathy and conflict resolution strategies; and 3) identify predictors of empathy. A cross-sectional, descriptive, and correlational methodology was employed. The sample consisted of 941 participants aged 8-15 years (509 males, 432 females) from the Basque Country, Spain. The results confirmed that: 1) females scored higher in empathy at all ages; empathy did not increase during childhood, and during adolescence, an increase with age was confirmed only among females; 2) females utilized more positive-cooperative conflict resolution strategies, while males utilized more aggressive strategies; the use of positive-cooperative strategies did not increase with age; and 3) positive correlations were confirmed between empathy and cooperative conflict resolution, and negative correlations were observed with aggressive conflict resolution. Predictors of empathy included female gender, frequent utilization of positive-cooperative conflict resolution strategies, and infrequent use of aggressive strategies. This study suggests that within this age range, females exhibit higher levels of empathy and conflict resolution skills; however, significant developmental changes were not observed. Furthermore, the results support the importance of implementing programs that incorporate activities to foster empathy, as these may positively influence the capacity for cooperative conflict resolution.

Evaluation of the “Taking Steps Towards Peace” Program: Effects on Adolescent Attitudes Towards Violence and Prosociality

Reference: GIC07/57-IT-351-07

2010-2011

This study aimed to evaluate the effects of the "Taking Steps Towards Peace" program, which promotes coexistence, respect for human rights, and violence prevention. Specifically, it assessed the program's effects on attitudes towards violence, racism, and prosociality, the capacity to analyze violence, and eight dimensions of socio-emotional development. The study sample comprised 276 adolescents aged 15 to 17 years (191 experimental subjects, 85 controls, 127 males, and 149 females). An experimental design with pretest-posttest repeated measures and a control group was utilized. Data were collected using a battery of five assessment instruments administered before and after the intervention, which was designed to increase sensitivity toward victims of violence, promote respect for human rights, and prevent violence, and consisted of 10 sessions delivered over three months. Analyses of variance (MANOVA, ANOVA) confirmed that the program significantly fostered: 1) increased cognitions rejecting violence, increased sensitivity toward victims of political violence, and increased empathic feelings and behaviors towards victims of various types of violence (e.g., bullying, gender-based, familial, racist, political); 2) decreased racism, specifically in racist cognitions towards immigrants; 3) improved attitudes towards prosocial values and behaviors (increased valuation and recognition of the importance of justice, forgiving others, the role of dialogue in human relations and conflict resolution, and the value of repentance); 4) increased knowledge regarding the causes, factors, or situations that generate violent behaviors, as well as positive coping strategies for addressing the violent behavior of others; and 5) a positive effect on eight dimensions of socio-emotional development: subjective psychological well-being; prosocial values and human rights (equality, tolerance, solidarity); conflict resolution (capacity for analysis and resolution); violence (sensitivity towards victims, analysis of consequences of violent behavior); intragroup communication (expression, listening); social behavior (prosocial, aggressive); emotions (expression, understanding, empathy); and self-concept and image of others.

Evaluation of a Program for the Prevention of Political Violence in the Basque Conflict: Effects on Empathy, Anger Control, and the Definition of Peace

Reference: GIC07/57-IT-351-07

2010-2011

This study aimed to evaluate the effects of a program designed to prevent political violence on empathy, the expression of anger, and the definition of peace and violence. The study employed a quasi-experimental pretest-intervention-posttest repeated measures design with a control group. The sample consisted of 276 adolescents aged 15-17 years (191 experimental, 85 control, 127 males, and 149 females). Data were collected using a battery of three assessment instruments administered before and after the intervention, which was designed to increase sensitivity toward victims of political violence, promote respect for human rights, and prevent violence, and consisted of 10 sessions delivered over three months. Results from MANOVA revealed that the program enhanced empathy (perspective-taking), anger control in anger-provoking situations, and the capacity to define peace and violence. This study has practical implications, providing an intervention tool for fostering personality development during adolescence and potentially preventing violent behavior.

Cooperative Conflict Resolution During Adolescence: Relationships with Cognitive-Behavioral Variables and Predictors

Reference: GIC07/57-IT-351-07

2010-2011

This study's objectives were to examine gender differences in interpersonal conflict resolution styles, explore the relationships between cooperative and aggressive conflict resolution and diverse cognitive-behavioral variables, and identify predictors of cooperative conflict resolution. The sample included 313 adolescents aged 15-17 years. A descriptive and correlational methodology was employed, utilizing 6 assessment instruments. ANOVAs revealed significantly higher scores in cooperative conflict resolution among females and in aggressive conflict resolution among males. Pearson correlation coefficients confirmed that adolescents of both sexes who utilized a cooperative resolution style also presented with high self-concept, frequent positive cognitions and empathy towards victims of violence, high regard for prosocial values and behaviors, high empathy, frequent positive social behaviors, and infrequent aggressive behaviors. Regression analysis identified three predictors of utilizing a cooperative resolution style: frequent behaviors reflecting social sensitivity, high self-concept, and empathic concern.

Sexism: Relationships with Self-Concept, Empathy, Anger Expression, Racism, and the Modulating Role of Family and School

Spanish Ministry of Science and Innovation (MICINN). General Subdirectorate of Research Projects. National Program of Fundamental Research Projects within the Framework of the VI National Plan for Scientific Research, Development, and Technological Innovation 2008-2011 (R&D+I) (Project Code: FEM2009-09456).

2009-2012

        This research comprises two studies. The first study had three objectives: 1) To conduct an epidemiological analysis of sexism in the Basque Country (CAPV), exploring differences based on gender, age, socio-cultural level, and related factors. To this end, four instruments will be administered to assess different types of sexism (neosexism, hostile sexism, benevolent sexism, ambivalent sexism, sexual role ideology, masculinity-femininity stereotypes); 2) To standardize the four instruments used by constructing norms to evaluate sexism in different age groups; and 3) To analyze the correlations between sexism and other personality variables (self-concept, empathy, anger expression, racism) in order to assess the potential role of these variables in designing programs that promote gender equality to reduce sexism and prevent violence. This study employs a cross-sectional epidemiological, descriptive, and correlational methodology. The sample for the first study will consist of 2,200 participants aged 18-65 years, representatively selected from the 3 provinces of the CAPV. Nine assessment instruments will be used to measure the dependent variables. The second study's main objective is to explore the modulating role of family and school on attitudes towards sexism. For the second study, a sample of 1,800 individuals will be used, comprising 600 adolescents enrolled in the 3rd and 4th years of ESO (14-16 years old) in two types of educational centers (public, private) in the CAPV, and their respective parents. Two assessment instruments will be administered to the parents and five to the adolescents. Descriptive analyses (means, standard deviations, frequencies and percentages, percentiles), analyses of variance (MANOVAs, ANOVAs), mean difference tests (T-tests), correlational analyses (Pearson), and multiple linear regression analyses will be performed on the obtained data.

LEADERSHIP OF A CONSOLIDATED RESEARCH GROUP

Group Designation: PSYCHOLOGICAL EVALUATION: INSTRUMENT DESIGN AND EVALUATION OF INTERVENTION PROGRAMS.

Reference: GIC10/66-IT-318-10

Department of Education, Universities and Research of the Basque Government. Grant proposal to support the activities of research groups within the Basque university system.

 2010-2012

Resolution: 22-4-2010. BOPV. 6-5-2010, nº 83. p. 2338 (1-2-3-25)

Study 1. Epidemiological Analysis of Sexism in the Autonomous Community of the Basque Country and Construction of Norms for 4 Instruments for Assessing Sexism in the Adult Population: The first study is epidemiological, adopts a diagnostic approach, and has 2 objectives: 

1.   To assess the level of different forms of sexism (ambivalent: hostile, benevolent; neosexism; sexual role ideology; masculinity-femininity stereotypes) present in the general population of the Autonomous Community of the Basque Country (CAPV), at different age levels (18-65 years), exploring whether there are differences based on parameters such as sex, age, education, cultural level… 

2.   To construct norms for 4 instruments for assessing sexism that allow transforming direct scores into percentiles, that is, interpreting the level of sexism of a person by comparing it with their normative reference group (sex, age, educational level…). Specifically, these assessment instruments are:

ASI. Ambivalent Sexism Inventory (Glick & Fiske, 1996; adapted by Expósito, Moya, & Glick, 1998)

NS. Neosexism Scale (Tougas, Brown, Beaton, & Joly, 1995; adapted by Moya & Expósito, 2001)

EIRS. Sexual Role Ideology Scale (Parson & Bales, 1955; Moya, Navas y Gómez-Berrocal, 1991; Moya, Expósito, & Padilla, 2006)

BSRI. Bem Sex Role Inventory (Bem, 1974; brief adaptation by Fernández & Páez, 2004)

Study 2: Relationships Between Sexism, Behavioral-Cognitive Variables, and Personality Traits in the Adult Population. The second study has two objectives:

1. To analyze, within an adult population (18-65 years), the relationships between ambivalent sexism (hostile and benevolent) and behavioral-cognitive variables and personality traits, including self-concept, self-esteem, empathy (perspective-taking, fantasy, empathic concern, and personal distress), racism (manifest-subtle prejudice towards immigrants, intercultural sensitivity), feelings of anger (state anger, trait anger, anger expression index), attachment style in romantic relationships (secure attachment-insecure attachment), personality traits (neuroticism, openness, extraversion, agreeableness, conscientiousness), and alexithymia (difficulty in identifying, understanding, and expressing emotions).

2. To identify predictor variables of hostile and benevolent sexism in adulthood.

Study 3: Influence of Family and School Context on Sexism. The third study proposes four objectives:

1. To explore the influence of the family context (parental sexism, parenting styles...) and the school context (religious-secular, perceived as democratic-peaceful versus violent...) on the sexism of adolescents (12-16 years).

2. To analyze the relationship between sexism (hostile sexism, benevolent sexism, neosexism) and attitudes towards diversity and violence during adolescence.

3. To study the connections between parental sexism (hostile and benevolent sexism) and orientation towards social dominance and authoritarianism.

4. To identify differences between males and females in sexism (hostile sexism, benevolent sexism, neosexism), attitudes towards violence, attitudes towards diversity, social dominance, authoritarianism, and parenting styles.

Study 4: Connections Between Sexism and Positive/Negative Emotions and Eating Disorders During Adolescence and Young Adulthood. The fourth study poses two objectives:

1. To analyze the relationships between sexism and positive emotions (feelings of happiness, self-esteem), negative emotions (state-trait depression, state-trait anxiety, trait-state-expression anger), and eating disorders, during adolescence and young adulthood (14-25 years).

2. To identify predictor variables of ambivalent sexism (hostile and benevolent) and neosexism during adolescence and young adulthood.

Study 5: Associations Between Sexism, Prosociality, Violence, Racism, Conflict Resolution, Empathy, and Social Behavior During Adolescence (Ages 15-16). The fifth study proposes two objectives:

1. To explore the relationships between neosexism and cognitions related to prosociality, violence, and racism during mid-adolescence.

2. To analyze the connections between neosexism and conflict resolution, empathy, and social behavior during mid-adolescence.

3. To identify predictor variables of neosexism.

Study 6: Cross-Cultural Comparison of Sexism Among Adolescents from the CAPV and Colombian Adolescents. The sixth study proposes two objectives:

1. To compare different forms of sexism (hostile sexism, benevolent sexism, neosexism) in Spanish and Colombian adolescents (ages 14-16 years).

2. To comparatively study the relationships between sexism and self-concept, and with psychopathological symptoms (somatization, obsession-compulsion, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, psychoticism) in adolescents from both countries.

Integrating the results obtained in the 6 studies will allow us to delineate relevant and significant guidelines for the design of intervention programs to promote equality, reduce sexism, and prevent gender-based violence during childhood and adolescence.

Intergenerational Connection of Sexism: Influence of Family Variables

References: MICINN (FEM2009-09456); Basque Government (GIC10/66-IT-318-10)

2009-2012

           This study had three objectives: 1) to analyze the relationships between hostile (HS), benevolent (BS), and ambivalent (AS) sexism in parents and their children; 2) to study the relationship between paternal and maternal sexism; and 3) to assess whether the family's socio-economic-cultural level is related to sexism. The sample included 2,867 participants: 1,455 adolescents (768 females, 687 males) and their parents (764 mothers, 648 fathers). The results showed positive correlations between maternal sexism (HS-BS-AS) and the BS of their sons, and with the HS-BS-AS of their daughters. Correlations were found between paternal sexism (BS-AS) and the sexism (HS-BS-AS-Neosexism) of their sons, but no relationship was evident with the sexism of their daughters. The intergenerational connection of sexism in the family was confirmed, from the mother in relation to sons and daughters, and from the father in relation to sons. The mother appears as a figure of greater influence, although a greater connection was observed between the sexism of mother and daughter, as well as between the sexism of father and son. Positive correlations were also found between the sexism of both parents, and negative correlations between the family's socio-economic-cultural level and the sexism of parents and children.

Hostile and Benevolent Sexism: Relationships with Self-Concept, Racism, and Intercultural Sensitivity

References: MICINN (FEM2009-09456); Basque Government (GIC10/66-IT-318-10)

2009-2012

          The primary objective of this study was to explore the relationships of ambivalent sexism with self-concept, racism, and intercultural sensitivity. A correlational methodology was utilized. The Ambivalent Sexism Inventory (ASI), the Adjective List for Self-Concept Evaluation (LAEA), the Prejudice Scale (PS), and the Intercultural Sensitivity Scale (ISS) were administered. The sample consisted of 802 participants aged 18-65 years. Results confirmed a lack of association between sexism and self-concept in women; however, men with high scores in benevolent and ambivalent sexism reported higher self-concept. Positive correlations were found between sexism and racist prejudices, as well as negative correlations with intercultural sensitivity. High levels of subtle prejudice, male gender, and high levels of manifest prejudice were predictive variables for hostile sexism. High levels of manifest prejudice, male gender, high self-concept, and low educational attainment were predictors of benevolent sexism.

Sexism, Personality, Psychopathology, and Leisure Activities in Colombian Adolescents: Differences Based on the Developmental Level of the City of Residence

References: MICINN (FEM2009-09456); Basque Government (GIC10/66-IT-318-10)

2009-2012

         This study aimed to analyze the differences between adolescents from two Colombian cities (Barranquilla and Bogotá), with differing levels of development, in sexism, personality traits, social competencies, psychopathological symptoms, and leisure activities. The sample consisted of 846 Colombian adolescents aged 14-16 years, 51.7% from Barranquilla and 48.3% from Bogotá (59.3% males; 40.7% females). Seven assessment instruments, demonstrating adequate reliability and validity, were administered utilizing a cross-sectional descriptive and comparative research design. Results from the analyses (MANOVA, T-test) confirmed that: 1) Adolescents from both cities demonstrated similar levels of hostile sexism and neosexism; however, in benevolent sexism, ambivalent sexism, and sexual role ideology, those from Barranquilla had significantly higher scores; 2) Adolescents from Barranquilla reported significantly higher scores in self-concept, extraversion, agreeableness, conscientiousness, behaviors reflecting social sensitivity, help/collaboration, security/firmness in interaction, and prosocial leadership; while those from Bogotá had significantly higher scores in neuroticism, aggressive behaviors, anxiety-shyness, and the overall index of psychopathological symptoms; and 3) Colombian adolescents primarily engaged in social and sporting activities during their free time, with fewer artistic pursuits, and limited intellectual activities, although those from Bogotá engaged in more sporting activities than those from Barranquilla; no differences were observed in the remaining activities. Although those from Barranquilla were more sexist, they presented a more adaptive personality and social behavior profile, and fewer psychopathological symptoms than those from Bogotá. The discussion revolves around the influence of the implicit culture of the cities on personality and psychopathological patterns.

UPV/EHU TRAINING AND RESEARCH UNIT 2011-2014

Call: UPV/EHU Training and Research Units 2011

Reference: UFI11/04

Name of the Training and Research Unit: Psychology and Society in the 21st Century.

2011-2014

Integrating research structures:

1) Consolidated Research Group of the Basque Government: Culture, Cognition, and Emotion (Director: Darío Páez);

2) Consolidated Research Group of the Basque Government: Psychological Evaluation: Instrument Design and Evaluation of Intervention Programs (Director: Maite Garaigordobil);

3) Consolidated Research Group of the Basque Government: Research in Clinical Psychology (Director: Enrique Echeburua)

Head of the Training and Research Unit: Darío Páez Rovira

Lines of research included in the UFI doctoral programs:

1) social and behavioral problems (violence and gender);

2) psychosocial factors in physical and mental health; and

3) beliefs, values, well-being, sexism (transmission from family and school).

Start date: November 1, 2011.  End date: December 31, 2014.

PDI members of the UFI: 17 Professors UPV/EHU (Darío Páez, Enrique Echeburua, Maite Garaigordobil, Paz de Corral, Mª Soledad Cruz, Clemente Lobato, Mª Concepción Medrano, Pedro Miguel Apodaca, José Valencia, Itziar Etxebarria, Carmen Maganto, José Ignacio Pérez, Ana Aierbe, Karmele Salaberria, Nekane Basabe, Elena Bernaras, and Joana Jaureguizar)

Members of Group 1: Darío Paez (PI). José Valencia. Itziar Etxebarria. Nekane Basabe. Pedro Apodaca. Collaborators: Aitziber Pascual. Begoña Ruiz de Alegría. Karina Marabio. Magda Bobowik. Andrés Mendiburu. Iguone Etxebarria. Anna Wlodarczyk.

Members of Group 2: Maite Garaigordobil (PI). Carmen Maganto. José Ignacio Pérez. Elena Bernarás. Joana Jaureguizar. Collaborators: Jone Aliri. Leila Govilard. Lorea Kortabarria. Edurne Maiz.

Members of Group 3: Enrique Echeburua (PI). Paz de Corral. Marisol Cruz. Karmele Salaberria. Collaborators: Ismael Loinaz. Rocio Polo. María Ruiz.

Permanent Research Staff Not Associated with any of the 3 Stable Structures: Concepción Medrano. Ana Aierbe. Clemente Lobato. Collaborators: Saioa Telletxea. Juan Martinez.

Design and Standardization of the Revised Human Figure Drawing Test and the Screening of Child Behavior Problems for Boys and Girls Aged 5-12 Years Director: Carmen Maganto (Project Code: UE05/A04).

  2005-2006

The research objective was to revise the Emotional Maturational Indicators of the Human Figure Drawing Test and to provide a new system for correction, scoring, and norming. A secondary objective was to provide data on the Screening of Child Behavior Problems concerning the age and sex of the subjects. The sample comprised 1272 subjects aged 5-12 years, of both sexes, from the Ikastolas (Basque-language schools) of the Autonomous Community of the Basque Country. Assessment instruments included the Test of the Revised Human Figure (DFH-R), the Screening of Child Behavior Problems (SPCI), and Raven's Progressive Matrices. The methodological design was descriptive and correlational. Pertinent statistical analyses were performed, and the results indicated that the DFH-R offers greater reliability in assessing intelligence in boys and girls aged 5-6 years than in other age groups, and its predictive capacity is greater when both human figures are assessed together. The emotional evaluation should be carried out with validated EIs and also with both figures, since they provide a more complete assessment of emotional problems. The behavioral categories of the SPCI allow discriminating children with and without emotional problems, correlate with the age and sex of the subjects, being more frequent in males than in females, except in ritualistic and obsessive disorders. A new DFH-R Manual and Raven's norms are provided.

Spanish Translation and Adaptation of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2). University of Minnesota. 1993-1999. Director: Professor A. Avila Espada. University of Salamanca.

This study involved the Spanish adaptation of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) (Hathaway & McKinley). The clinical assessment instrument was administered to a large standardization sample, including clinical and control groups, and various psychometric studies of validity and reliability were carried out, as well as the development of norms with a Spanish sample. The adaptation of the MMPI-2 was published in TEA (Madrid) in 1999.

Evaluation of an Intervention Program from a Life-Skills Approach

Funding Agency: SECYT. Secretariat of Science and Technology of the National University of Cordoba, Argentina.

 Duration: 2008-2009

Principal Investigator: Dr. Griselda Cardozo. National University of Córdoba, Argentina.

 External Evaluator, Advisor: Maite Garaigordobil

Evaluation of an intervention program to promote positive life skills during adolescence.

Team Members: 7. Ardiles Anabela; Fantino Ivana; Garaigordobil Maite (external evaluator; advisor); Lucero María; Masin Rosana; Pozzi Sandra; Tuna Betiana.

The School's Role in Fostering Resilient Youth: Evaluation of a Social Skills Intervention Program

Funding Agency: SECYT. Secretariat of Science and Technology of the National University of Cordoba, Argentina.

Duration: 2010-2011

Principal Investigator: Dr. Griselda Cardozo. National University of Córdoba, Argentina.

 External Evaluator, Advisor: Maite Garaigordobil

The School's Role in Fostering Resilient Youth: Evaluation of a Social Skills Intervention Program.

Research Team: 7. Ardiles Anabela; Bertea Francisco; Dubini Patricia; Fantino Ivana; Ferreiro María; Garaigordobil Maite (external evaluator; advisor); Saracho María.

Assessment of Social Anxiety in Spanish University Students: Research Activity, Collection of 400 Protocols in the Autonomous Community of the Basque Country.

Funding Agency: Foundation for the Advancement of Clinical Behavioral Psychology (FUNVECA), the Spanish Ministry of Science and Technology (BSO2003-07029/PSCE)

Duration: 2008-2010

Principal Investigator: Professor V. Caballo, University of Granada.

Studies with National and International Samples on Anxiety.

Transcendence in the Development and Psychodiagnostics of Children's Play. 1983-1986. Pre-Doctoral Thesis presented at the University of the Basque Country in 1986. Director: Dr. A. Espina.

A theoretical study in which the most relevant theories on children's play, developed from different epistemological frameworks, are presented. The integration of the conclusions of these studies, as well as other experimental, observational, and correlational work, allows us to conclude that play, that quintessential activity of childhood, is a vital and indispensable activity for human development, being a driving force for biological, psychomotor, intellectual, affective, and social development. Likewise, the importance of this activity as an instrument of child diagnosis and its transcendent therapeutic value is verified.