Articles publicats (Psicologia, Sociologia i Treball Social)
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- ItemOpen AccessDoes interethnic contact buffer against the socialization of anti-immigrant prejudice? A test on the impact of parents’, school and contextual countrywide attitudes on young people(Elsevier, 2024) Ubalde, Josep; Senar, Fernando; Lapresta Rey, CecilioSocial science research has shown that interethnic contact reduces prejudiced attitudes. It has been also proven to successfully intervene in several mechanisms of prejudice formation such as when feelings of threat arise. However, there are few studies that examine the potential of interethnic contact in the reduction of prejudice transmission. Using data from PISA 2018, this article examines the impact that anti-immigrant attitudes from three socializing contexts (parents, school and country) have on young people's attitudes, as well as the capacity of interethnic contact to have a buffering effect against them. The results obtained from multilevel regression models show that the attitudes of parents, school and the broader social context of the country exert a notable influence on young people's attitudes. Our results also show that interethnic contact (friendships) lead to a reduction in anti-immigrant attitudes. However, such contact is only able to counteract contextual countrywide attitudes (not those of parents or school).
- ItemOpen AccessPresentación(Universitat Rovira i Virgili, 2024) Garreta i Bochaca, JordiLa escuela y la familia, a pesar de que se necesitan, históricamente han tendido a marcar distancias entre ellas (Dubet, 1997; Maulini, 1997; Garreta, 2016 y 2017), aunque, por otro lado, cambios culturales han ido favoreciendo esta relación: la mejora del nivel de instrucción que comporta un aumento de la ideología de la implicación (social y escolar) en línea con la democratización de la sociedad; la actitud de los ciudadanos respecto a los servicios públicos que evoluciona reivindicando más derechos; etc. Esto ha ido favoreciendo la lenta pero creciente presencia de las familias en la escuela y la convicción y reivindicación de que así se favorece la consecución de los objetivos de la escuela y de las familias respecto a sus hijos e hijas ( Jeynes, 2014). Pese a ello, aún nos encontramos lejos de que la escuela reconozca a las familias como partenaires y de que una mayoría de familias asuman un rol activo y se impliquen. En parte por la existencia de una brecha entre la retórica y la realidad (Horneby y Lafaele, 2011).
- ItemOpen AccessLa Irrupción de las mascotas en los hogares españoles. ¿Por qué las familias tienen animales domésticos?(Instituto Teológico de Murcia, 2024) Tahull Fort, JoanEn los últimos años en las sociedades avanzadas se ha consolidado un proceso de individualización en las diferentes instituciones sociales, también en las familias. Manifestándose de formas diversas y complejas. En el presente artículo se describe y analiza la irrupción de las mascotas en los hogares españoles y se pretende comprender las motivaciones de las familias (sus miembros) para convivir con animales domésticos. Se estable una relación entre la disminución de miembros de las familias y la entrada de las mascotas en los hogares. Para la investigación se ha utilizado bibliografía relevante, datos cuantitativos y se han realizado 10 entrevistas en profundidad: 5 padres-madres y 5 jóvenes mayores de edad conocedores de la temática. Han explicado sus reflexiones, experiencias y vivencias sobre las mascotas destacando su importancia y significación. Las personas sin experiencias y relaciones (pasadas y/o presentes) con animales domésticos las consideran una pérdida de tiempo, recursos…; por el contrario, los cuidadores de mascotas valoran sus aportaciones emocionales y afectivas y su papel en incrementar su bienestar.
- ItemOpen AccessPlaying the Victim? Facets of Narcissism, Self-Perceived Victimhood, and the Mediating Role of Negative Affect(2024) Fatfouta, Ramzi; Rogoza, RadosławPrior research has shown that narcissistic individuals see themselves as victims of interpersonal transgressions more often than their less narcissistic counterparts. Yet, grandiose narcissism is a multidimensional construct and not all dimensions may necessarily demonstrate this positive relationship. Therefore, the purpose of the current study (N = 344) was to examine the narcissismvictimhood relationship while paying particular attention to agentic and antagonistic facets of narcissism and examining negative affect as a potential mediator. Results revealed that the two narcissism facets have divergent indirect effects on perceptions of victimhood (i.e., negative for agentic narcissism and positive for antagonistic narcissism). These findings provide further evidence of the narcissistic duality and extend our understanding of the mechanisms that underlie the role of narcissism facets in the perception of victimhood.
- ItemOpen AccessExpressive syntax matters for second-order false belief: a study with hearing-impaired children(Frontiers Media, 2024) Serrat, Elisabet; Amadó, Anna; Durrleman, Stephanie; Intxaustegi, Alaitz; Sidera, FrancescWhile children with typical language development may capitalize on general language skills to grasp the content of others’ minds, those with challenges in mind-reading could rather rely more specifically on complementation structures. However, most studies investigating mind-reading have focused on first-order false-belief reasoning, while much less is known about second-order false-belief, particularly for children that may present language difficulties, such as children with hearing impairment. This study aims to explore the link between language development and second-order false-belief in hearing-impaired children compared to their hearing counterparts. It seeks to ascertain whether mastering second-order false-belief requires the comprehension of complements or other language skills in hearing-impaired children, and if a distinct pattern emerges in their hearing peers. Children with hearing-impairment (n = 22) and a chronological age-matched control group (n = 25), ages 8–12, were administered a second-order false-belief task (carefully avoiding use of complements and highly visual). Alongside this, they completed assessments of expressive vocabulary, receptive and expressive syntax, recalling sentences, and a recursive sentential complements task. Correlational analysis revealed that in the control group only productive syntax was related to performance on the second-order false-belief task, while in the hearing-impaired group, expressive vocabulary, recalling sentences and sentential complements were related to second-order false-belief performance. These results show that vocabulary, recursive complements and expressive syntax are particularly important aspects for second-order false-belief success in children with hearing-impairment as compared to their hearing peers. These results shed light on how language and second-order false-belief understanding are related in their development.