{"id":107324,"date":"2011-11-03T00:00:00","date_gmt":"2011-11-03T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/school-stressors-personality-and-repercussions-for-mental-health-in-children\/"},"modified":"2011-11-03T00:00:00","modified_gmt":"2011-11-03T00:00:00","slug":"school-stressors-personality-and-repercussions-for-mental-health-in-children","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia-escolar\/school-stressors-personality-and-repercussions-for-mental-health-in-children\/","title":{"rendered":"School stressors, personality and repercussions for mental health in children"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Kristin Marcella Ranf <\/strong><\/h2>\n<p>Abstract in english  in this doctoral thesis aggression and its consequences have been studied with 519 middle and high school students. The differences between groups based on gender, age, immigrant status and personality characteristics have been explored. The influence that personality and coping style have on the severity of the aggression that victims face as well as the nature and gravity of the psychological symptoms that they suffer have been examined. Additionally, multiple mediation has been used in order to identify and quantify the role that personality and coping have on the development of psychological problems resulting from school bullying.     when studying the frequency and nature of aggression in schools, we find that boys experience more physical aggression and punishment while girls suffer more indirect aggression. Both groups manifest very similar levels of verbal aggression. Girls report more symptoms than boys as a result of their problems in school. Spanish natives were physically victimized and punished more frequently than immigrants. Younger students manifested slightly higher levels of victimization, except for indirect aggression. In general, verbal and indirect aggression have a stronger relationship with adverse psychological symptoms.  the personality characteristics of neuroticism and introversion as well as three coping styles (interiorizing, exteriorizing and reference to others) were studied in relation to victimization and symptoms. Interiorizing (self-blame, ignoring or hiding the problem) is the most detrimental to the well being of the student. Neuroticism is another variable that greatly influences the emergence of symptoms as a result of bullying. Reference to others (seeking spiritual and professional help, social action) is also counterproductive, but to a lesser degree. More introverted victims manifest higher levels of oppositional conduct, avoidance, increased arousal and general symptomology. The only variable shown to have a positive mediating effect is exteriorizing coping (social support, relaxing diversions, making an effort). These victims manifest lower levels of symptoms, particularly hopelessness, regression, fears and avoidance.  resumen en castellano  en la presente tesis doctoral se ha estudiado la agresi\u00f3n y sus consecuencias en una muestra de 519 alumnos, desde 1\u00c2\u00ba de la eso a 1\u00c2\u00ba de bachillerato. Se han analizado diferencias entre grupos seg\u00fan sexo, edad, nacionalidad y caracter\u00edsticas de la personalidad. Tambi\u00e9n se ha explorado c\u00f3mo influyen la personalidad y el afrontamiento de las v\u00edctimas en la severidad de la agresi\u00f3n a que est\u00e1n sometidos, as\u00ed como la naturaleza y gravedad de los s\u00edntomas psicol\u00f3gicos que padecen. Se ha utilizado la t\u00e9cnica de mediaci\u00f3n m\u00faltiple para identificar y cuantificar el papel que juega la personalidad y la forma de afrontar los estresores en el desarrollo de problemas psicol\u00f3gicos a ra\u00edz del acoso escolar.  al examinar la frecuencia y la naturaleza de la agresi\u00f3n en los centros escolares, se pone en evidencia que los ni\u00f1os experimentan m\u00e1s agresi\u00f3n f\u00edsica y castigo, mientras que las ni\u00f1as sufren m\u00e1s agresi\u00f3n indirecta. Ambos grupos manifiestan niveles casi id\u00e9nticos en agresi\u00f3n verbal. Las ni\u00f1as padecen m\u00e1s s\u00edntomas en general que los ni\u00f1os a ra\u00edz de sus problemas en la escuela. Los ni\u00f1os espa\u00f1oles resultan agredidos f\u00edsicamente con m\u00e1s frecuencia y se les castiga m\u00e1s que a los inmigrantes. Los estudiantes m\u00e1s j\u00f3venes sufren niveles ligeramente superiores que sus compa\u00f1eros mayores, salvo en agresi\u00f3n indirecta. Por lo general, las agresiones verbal e indirecta guardan una mayor relaci\u00f3n con s\u00edntomas psicol\u00f3gicos adversos.  se han estudiado cinco caracter\u00edsticas de personalidad, dos de ellas de componente emocional (neuroticismo y extraversi\u00f3n) y tres de tipo cognitivo (estilos de afrontamiento: interiorizaci\u00f3n, exteriorizaci\u00f3n y referencia a otros). La interiorizaci\u00f3n (autoinculparse, ignorar u ocultar el problema) es lo que m\u00e1s perjudica el bienestar psicol\u00f3gico de la v\u00edctima. El neuroticismo es otra variable de gran influencia en la aparici\u00f3n de todo tipo de s\u00edntomas como resultado del acoso. La referencia a otros (apoyo espiritual, acci\u00f3n social) tambi\u00e9n es contraproducente, pero en menor grado. Las v\u00edctimas m\u00e1s introvertidas manifiestan niveles m\u00e1s altos de conducta oposicional, evitaci\u00f3n, activaci\u00f3n y sintomatolog\u00eda general. La \u00fanica variable que demuestra tener un efecto mediador positivo es la exteriorizaci\u00f3n (apoyo social, diversi\u00f3n, esfuerzo). Est\u00e1s victimas manifiestan niveles m\u00e1s bajos de s\u00edntomas, particularmente desesperanza, regresi\u00f3n, miedos y evitaci\u00f3n.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>School stressors, personality and repercussions for mental health in children<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 School stressors, personality and repercussions for mental health in children <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Kristin Marcella Ranf <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Universitat de val\u00e9ncia (estudi general)<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 11\/03\/2011<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Mar\u00eda  \u00e1ngeles Bele\u00f1a Mateo<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Antonio Andres pueyo <\/li>\n<li>estrella Romero tri\u00f1anes (vocal)<\/li>\n<li>paula Villar torres (vocal)<\/li>\n<li>gener\u00f3s Ortet fabregat (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Kristin Marcella Ranf Abstract in english in this doctoral thesis aggression and its consequences have been studied 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