An Inclusive View of the Disability of Secondary School Students
Abstract
:1. Introduction
1.1. Emotional Intelligence
1.2. Psychological Flexibility
1.3. Prosocial Behaviour
1.4. Inclusive Behaviour
1.5. Objectives and Hypothesis
2. Method
2.1. Participants
2.2. Measurements
2.3. Procedure
2.4. Data Analysis
3. Results
3.1. Preliminary Analysis
3.2. Structural Equation Model
- (a)
- Emotional intelligence was positively related to flexible thinking (β = 0.47, p < 0.001) and prosocial behaviour (β = 0.38, p < 0.001).
- (b)
- Flexible thinking was positively related to index for inclusion (β = 0.61, p < 0.001).
- (c)
- Prosocial behaviour was positively related to index for inclusion (β = 0.51, p < 0.001).
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
- Garzón, P.; Calvo, M.I.; Orgaz, M.B. Inclusión educativa. Actitudes and estrategias del profesorado. Rev. Esp. Discapac. 2016, 4, 25–45. [Google Scholar]
- Hoyo, A.; Rueda, M.R.; Rodríguez-Bailón, R. Children’s individual differences in executive function and Theory of Mind in relation to prejudice toward social minorities. Front. Psychol. 2019, 10, 2293. [Google Scholar] [CrossRef] [PubMed]
- Del Mar Muñoz-Prieto, M. Desarrollar la inteligencia emocional para prevenir el acoso escolar. EA Esc. Abierta 2017, 20, 35–46. [Google Scholar]
- Trujillo, J.J.; Romero-Acosta, K. Variables que evidencian el bullying en un contexto universitario. Rev. Encuentros 2016, 14, 41–54. [Google Scholar]
- Hernández, E.J.; Brodwin, M.G.; Siu, F.W. Bullying, students with disabilities and recommendations for prevention of bullying. Rehabil. Prof. 2017, 24, 51–58. [Google Scholar]
- Del Barrio, C.; Van der Meulen, K. Maltrato por abuso de poder entre iguales en el alumnado con discapacidad. Pensam. Psicol. 2015, 14, 103–118. [Google Scholar] [CrossRef] [Green Version]
- Pérez, N.; Filella, G. Educación emocional para el desarrollo de competencias emocionales en niños and adolescentes. Prax. Saber 2019, 10, 23–44. [Google Scholar] [CrossRef] [Green Version]
- Salovey, P.; Woolery, A.; Mayer, J.D. Emotional intelligence: Conceptualization and measurement. In Blackwell Handbook of Social Psychology: Intraindividual Processes; Fletcher, G., Clark, M.S., Eds.; Blackwell: Oxford, UK, 2001; pp. 279–307. [Google Scholar]
- Martí-Vilar, M.; Serrano-Pastor, L.; Sala, F. Emotional, cultural and cognitive variables of prosocial behavior. Curr. Psychol. 2019, 38, 912–919. [Google Scholar] [CrossRef]
- Goleman, D. Inteligencia Emocional; Kairós: Barcelona, Spain, 1996. [Google Scholar]
- Bar-On, R. The Bar-On Model of Emotional-Social Intelligence. Psicothema 2006, 18, 13–25. [Google Scholar]
- Fierro-Suero, S.; Almagro, B.J.; Sáenz-López, P. Necesidades psicológicas, motivación e inteligencia emocional en Educación Física. Rev. Electrón. Interuniv. Form. Profr. 2019, 22, 167–186. [Google Scholar]
- Ocampo, F.; De Luna, R.; Pérez, M.G. Factores de relación entre la inteligencia emocional and el rendimiento académico en estudiantes de la ESCOM del IPN. Rev. Electrón. Cuerpos Acad. Grupos Investig. 2018, 5. [Google Scholar]
- Cera, E.; Almagro, J.; Conde, C.; Sáenz-López, P. Inteligencia emocional and motivación en educación física en secundaria. RETOS Nuevas Tend. Educ. Física Deporte Recreación 2015, 27, 8–13. [Google Scholar]
- Ryan, R.M.; Deci, E.L. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness; Guilford Publications: New York, NY, USA, 2017. [Google Scholar]
- Perry, M.A.; Creavey, K.; Arthur, E.; Chance, J.; Lundgren, P.J.; Rivera, I. Cultivating emotional intelligence in child welfare professionals: A systematic scoping review. Child Abuse Negl. 2020, in press. [Google Scholar] [CrossRef] [PubMed]
- Teixeira, R.J.; Brandão, T.; Mota-Pereira, J.; Pereira, A. The importance of emotional intelligence, emotion regulation and minfulness in psychological inflexibility: A clinical study. In Stress and Anxiety: Constributions of the STAR Award Winners; Buchwald, P., Moore, K.A., Kaniasty, K., Arenas-Landgrave, P., Eds.; Logos Verlag: Berlin, Germany, 2019; pp. 205–2014. [Google Scholar]
- Mestre, V.; Samper, P.; Tur, A.M.; Cortés, M.T.; Nácher, M.J. Conducta prosocial and procesos psicológicos implicados: Un estudio longitudinal en la adolescencia. Rev. Mex. Psicol. 2006, 23, 203–215. [Google Scholar]
- Vargas, K.; Villoría, Y.A.; López, V.M. Factores protectores de la conducta prosocial en adolescentes: Un análisis de ruta. Rev. Electrón Psicol. Iztacala 2018, 21, 563–589. [Google Scholar]
- Carlo, G.; Hausmann, A.; Christiansen, S.; Randall, B.A. Sociocognitive and behavioral correlates of a measure of prosocial tendencies for adolescents. J. Early Adolesc. 2003, 23, 107–134. [Google Scholar] [CrossRef]
- Suriá, R. Conducta prosocial de los estudiantes hacia la discapacidad and relación con la inteligencia emocional. Siglo Cero 2019, 50, 27–41. [Google Scholar]
- Hayes, S.C.; Luoma, J.B.; Bond, F.W.; Masuda, A.; Lillis, J. Acceptance and commitment therapy: Model, processes and outcomes. Behav. Res. Ther. 2006, 44, 1–25. [Google Scholar] [CrossRef] [Green Version]
- Sabucedo, P. The Psychological Flexibility Model from a cultural perspective: An interpretative analysis of two Native American healing rituals. Int. J. Cult. Ment. Health 2017, 10, 367–375. [Google Scholar] [CrossRef]
- Hayes, S.; Strosahl, K.; Wilson, K. Acceptance and Commitment Therapy: The Process and Practice of Mindful Change; Guilford Press: New York, NY, USA, 2016. [Google Scholar]
- Hayes, S. Acceptance and Commitment Therapy, Relational Frame Theory, and the Third Wave of Behavioral and Cognitive Therapies—Republished Article. Behav. Ther. 2016, 47, 869–885. [Google Scholar] [CrossRef]
- Hayes, S.C.; Niccolls, R.; Masuda, A.; Rye, A.K. Prejudice, terrorism and behavior therapy. Cogn. Behav. Pract. 2002, 9, 296–301. [Google Scholar] [CrossRef] [Green Version]
- Levin, M.E.; Luoma, J.B.; Lillis, J.; Hayes, S.C.; Vilardaga, R. The Acceptance and Action Questionnaire Stigma (AAQ-S): Developing a measure of psychological flexibility with stigmatizing thoughts. J. Context. Behav. Sci. 2014, 3, 21–26. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Lillis, J.; Hayes, S.C. Applying acceptance, mindfulness, and values to the reduction of prejudice: A pilot study. Behav. Modif. 2007, 31, 389–411. [Google Scholar] [CrossRef] [PubMed]
- Thornicroft, G.; Mehta, N.; Clement, S.; Evans-Lacko, S.; Doherty, M.; Rose, D.; Koschorke, M.; Shidhaye, R.; O’Reilly, C.; Henderson, C. Evidence for effective interventions to reduce mental-health-related stigma and discrimination. Lancet 2016, 387, 1123–1132. [Google Scholar] [CrossRef]
- Roales-Nieto, J.G.; San Pedro, E.M.; García, R.C.; Romero, B.M.; López, F.R.J.; Luciano, A.G.; Arranz, A.S.; Lao, I.R.F.; Gámez, G.G.; Hernández-López, M. Smoking self-quitting and psychological flexibility. Int. J. Psychol. Psychol. Ther. 2016, 16, 111–130. [Google Scholar]
- Wersebe, H.; Lieb, R.; Meyer, A.H.; Hofer, P.; Gloster, A.T. The link between stress, well-being, and psychological flexibility during an Acceptance and Commitment Therapy self-help intervention. Int. J. Clin. Health Psychol. 2018, 18, 60–68. [Google Scholar] [CrossRef]
- Perpiñá, C.; Segura, M.; Sánchez-Reales, S. Cognitive flexibility and decision-making in eating disorders and obesity. Eat Weight Disord. 2017, 22, 435–444. [Google Scholar]
- Glick, D.M.; Orsillo, S.M. An investigation of the efficacy of acceptance-based behavioral therapy for academic procrastination. J. Exp. Psychol. Gen. 2015, 144, 400–409. [Google Scholar] [CrossRef] [Green Version]
- Florez, I.A.; Schulenberg, S.E.; Lair, E.C.; Wilson, K.G.; Johnson, K.A. Understanding meaning and racial prejudice: Examining self-transcendence and psychological inflexibility in a sample of White college students. J. Context. Behav. Sci. 2019, 12, 1–6. [Google Scholar] [CrossRef]
- Eisenberg, N.; Fabes, R.A.; Spinrad, T.L. Prosocial Development. In Handbook of Child Psychology: Social, Emotional, and Personality Development; Eisenberg, N., Damon, W., Lerner, R.M., Eds.; John Wiley & Sons Inc.: Hoboken, NJ, USA, 2006; pp. 646–718. [Google Scholar]
- Pretty, J.; Barton, J.; Pervez, Z.; Bragg, R.; Pencheon, D.; Wood, C.; Depledge, M.H. Improving health and well-being independently of GDP: Dividends of greener and prosocial economies. Int. J. Environ. Health Res. 2016, 26, 11–36. [Google Scholar] [CrossRef] [Green Version]
- Dovidio, J.F.; Piliavin, J.A.; Schroeder, D.A.; Penner, L.A. The Social Psychology of Prosocial Behavior; Psychology Press: New York, NY, USA, 2017. [Google Scholar]
- Garaigordobil, M. Diseño and Evaluación de un Programa de Intervención Socioemocional para Promover la Conducta Prosocial and Prevenir la Violencia; Ministerio de Educación and Ciencia: Madrid, Spain, 2005.
- Van der Graaff, J.; Carlo, G.; Crocetti, E.; Koot, H.M.; Branje, S. Prosocial Behavior in Adolescence: Gender Differences in Development and Links with Empathy. J. Youth Adolesc. 2017, 47, 1086–1099. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Zacarías, X.; Aguilar, E.J.; Andrade, P. Efectos de las prácticas parentales en la empatía y la conducta prosocial de preadolescentes. Inf. Psicol. 2017, 17, 71–86. [Google Scholar] [CrossRef] [Green Version]
- Van den Bos, W.; Crone, E.A.; Meuwese, R.; Güroğlu, B. Social network cohesion in school classes promotes prosocial behavior. PLoS ONE 2018, 13, e0194656. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Pinto, C.; Baines, E.; Bakopoulou, I. The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers. Br. J. Educ. Psychol. 2019, 89, 818–837. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Martos, G.D.; Biassoni, P.D.; Torres, E.R.; Batista, L.S.; Hüg, M.X. Actitudes hacia la discapacidad en adolescentes: Efectos de un programa basado en el modelo social de discapacidad. Rev. Latinoam. Discapac. Soc. Derechos Hum. 2019, 3, 70–88. [Google Scholar]
- Ruvalcaba-Romero, N.; Gallegos-Guajardo, J.; Fuerte, J.M. Competencias socioemocionales como predictoras de conductas prosociales y clima escolar positivo en adolescentes. Rev. Interuniv. Form. Profr. 2017, 88, 77–90. [Google Scholar]
- De Boer, A.; Pijl, S.P.; Minnaert, A. Student’s attitudes towards peers with disabilities: A review of the literature. Int. J. Disabil. Dev. Educ. 2012, 59, 379–392. [Google Scholar] [CrossRef]
- Bebetsos, E.; Zafeiriadis, S.; Derri, V.; Kyrgiridis, P. Relationship among Students’ Attitudes, Intentions and Behaviors towards the Inclusion of Peers with Disabilities, in Mainstream Physical Education Classes. Int. Electron. J. Elem. Educ. 2013, 5, 233–248. [Google Scholar]
- Thomas, E.K.; Uthaman, S.P. Knowledge and Attitude of Primary School Teachers towards Inclusive Education of Children with Specific Learning Disabilities. J. Soc. Work Educ. Pract. 2019, 4, 23–32. [Google Scholar]
- Canales, P.; Aravena, O.; Carcamo-Oyarzun, J.; Lorca, J.; Martinez-Salazar, C. Prácticas pedagógicas que favorecen u obstaculizan la inclusión educativa en el aula de educación física desde la perspectiva del alumnado and profesorado. Retos 2018, 34, 212–217. [Google Scholar] [CrossRef]
- McDougall, J.; DeWit, D.J.; King, G.; Miller, L.T.; Killip, S. High school-aged youths’ attitudes toward their peers with disabilities: The role of school and student interpersonal factor. Int. J. Disabil. Dev. Educ. 2004, 51, 287–313. [Google Scholar] [CrossRef]
- Alcedo, M.A.; Gómez, L.; Aguado, A.; Arias, B.; González, R. Eficacia del contacto e información como técnicas de cambio de actitudes hacia personas con discapacidad en niños de Educación Primaria. Univ. Psychol. 2013, 12, 493–504. [Google Scholar]
- Tonnsen, B.L.; Hahn, E.R. Middle School Students’ Attitudes toward a Peer with Autism Spectrum Disorder: Effects of Social Acceptance and Physical Inclusion. Focus Autism Other Dev. Disabil. 2016, 31, 262–274. [Google Scholar] [CrossRef]
- Polo, M.T.; Fernández, C.; Díaz, C. Estudio de las actitudes de estudiantes de Ciencias Sociales and Psicología: Relevancia de la información and contacto con personas discapacitadas. Univ. Psychol. 2011, 10, 113–123. [Google Scholar] [CrossRef]
- Fernández-Berrocal, P.; Extremera, N.; Ramos, N. Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychol. Rep. 2004, 94, 751–755. [Google Scholar] [CrossRef] [PubMed]
- Mayer, J.D.; Caruso, D.R.; Salovey, P. Selecting a measure of emotional intelligence: Thecase for ability scales. In Handbook of Emotional Intelligence; Bar-On, R., Parker, J.D.A., Eds.; Jossey-Bass: New York, NY, USA, 2000; pp. 320–342. [Google Scholar]
- Trigueros, R.; Navarro-Gómez, N.; Aguilar-Parra, J.M.; Cangas, A.J. Factorial Structure and Measurement Invariance of the Acceptance and Action Questionnaire-Stigma (AAQ-S) in Spain. Int. J. Environ. Res. Public Health 2020, 17, 658. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Kavussanu, M.; Boardley, I.D. The prosocial and antisocial behavior in sport scale. J. Sport Exerc. Psychol. 2009, 31, 97–117. [Google Scholar] [CrossRef] [PubMed]
- Trigueros, R.; Alias, A.; Gallardo, A.M.; García-Tascón, M.; Aguilar-Parra, J.M. Validation and Adaptation of the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of Physical Education. Int. J. Environ. Res. Public Health 2020, 17, 477. [Google Scholar] [CrossRef] [Green Version]
- Fernández-Archilla, J.A.; Álvarez, J.F.; Aguilar-Parra, J.M.; Trigueros, R.; Alonso-López, I.D.; Echeita, G. Validation of the Index for Inclusion Questionnaire for Compulsory Secondary Education Students. Sustainability 2020, 12, 2169. [Google Scholar] [CrossRef] [Green Version]
- Byrne, B.M. Structural Equation Modeling with Amos: Basic Concepts, Applications and Programming; Erlbaum: Mahwah, NJ, USA, 2001. [Google Scholar]
- McDonald, R.P.; Ho, M.H.R. Principles and practice in reporting structural equation analyses. Psychol. Methods 2002, 7, 64–82. [Google Scholar] [CrossRef]
- Bao, X.; Xue, S.; Kong, F. Dispositional mindfulness and perceived stress: The role of emotional intelligence. Personal. Individ. Differ. 2015, 78, 48–52. [Google Scholar] [CrossRef]
- Bravo, A.J.; Boothe, L.G.; Pearson, M.R. Getting personal with mindfulness: A latent profile analysis of mindfulness and psychological outcomes. Mindfulness 2016, 7, 420–432. [Google Scholar] [CrossRef]
- Poulou, M.S. Emotionality and social behavior. Hell. J. Psychol. 2013, 10, 47–60. [Google Scholar]
- Gallitto, E.; Leth-Steensen, C. Moderating effect of trait emotional intelligence on the relationship between parental nurturance and prosocial behaviour. J. Adolesc. 2019, 74, 113–119. [Google Scholar] [CrossRef] [PubMed]
- Diazgranados, S. Asociación entre los ambientes escolares y las actitudes de apoyo hacia la violencia en estudiantes colombianos. Rev. Colomb. Educ. 2014, 175–202. [Google Scholar] [CrossRef] [Green Version]
- Brassell, A.A.; Rosenberg, E.; Parent, J.; Rough, J.N.; Fondacaro, K.; Seehuus, M. Parent’s psychological flexibility: Associations with parenting and child psychosocial well-being. J. Context. Behav. Sci. 2016, 5, 111–120. [Google Scholar] [CrossRef]
- Biglan, A.; Gau, J.M.; Jones, L.B.; Hinds, E.; Rusby, J.C.; Cody, C.; Sprague, J. The role of experiential avoidance in the relationship between family conflict and depression among early adolescents. J. Context. Behav. Sci. 2015, 4, 30–36. [Google Scholar] [CrossRef]
- Bögels, S.M.; Hellemans, J.; van Deursen, S.; Römer, M.; van der Meulen, R. Mindful parenting in mental health care. Mindfulness 2014, 5, 536–551. [Google Scholar] [CrossRef]
- Nelissen, P.T.; Hülsheger, U.R.; van Ruitenbeek, G.M.; Zijlstra, F.R. Lending a helping hand at work: A multilevel investigation of prosocial motivation, inclusive climate and inclusive behavior. J. Occup. Rehabil. 2017, 27, 467–476. [Google Scholar] [CrossRef] [Green Version]
- Auné, A.S.; Blum, D.; Abal, J.P.; Lozzia, G.S.; Horacio, F.A. La conducta prosocial: Estado actual de la investigación. Perspect. Psicol. 2014, 11, 21–33. [Google Scholar]
Factors | M | SD | Range | α | 1 | 2 | 3 | 4 |
---|---|---|---|---|---|---|---|---|
1. Emotional Intelligence | 3.79 | 0.68 | 1–5 | 0.83 | 0.41 *** | 0.53 *** | 0.29 *** | |
2. Flexible Thinking | 5.51 | 0.89 | 1–7 | 0.80 | 0.37 ** | 0.51 *** | ||
3. Prosocial Behaviour | 5.78 | 0.96 | 1–7 | 0.86 | 0.68 *** | |||
4. Index of Inclusion | 1.76 | 0.65 | 0–2 | 0.82 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Méndez-Aguado, C.; Trigueros, R.; Aguilar-Parra, J.M.; Navarro-Gómez, N.; Díaz-López, M.d.P.; Fernández-Campoy, J.M.; Gázquez-Hernández, J.; Carrión, J. An Inclusive View of the Disability of Secondary School Students. Int. J. Environ. Res. Public Health 2020, 17, 8922. https://doi.org/10.3390/ijerph17238922
Méndez-Aguado C, Trigueros R, Aguilar-Parra JM, Navarro-Gómez N, Díaz-López MdP, Fernández-Campoy JM, Gázquez-Hernández J, Carrión J. An Inclusive View of the Disability of Secondary School Students. International Journal of Environmental Research and Public Health. 2020; 17(23):8922. https://doi.org/10.3390/ijerph17238922
Chicago/Turabian StyleMéndez-Aguado, Cristina, Rubén Trigueros, José Manuel Aguilar-Parra, Noelia Navarro-Gómez, Mª del Pilar Díaz-López, Juan M. Fernández-Campoy, Juan Gázquez-Hernández, and José Carrión. 2020. "An Inclusive View of the Disability of Secondary School Students" International Journal of Environmental Research and Public Health 17, no. 23: 8922. https://doi.org/10.3390/ijerph17238922