Psychological and gender differences in a simulated cheating coercion situation at school

This study aimed to analyze gender, anxiety, and psychological inflexibility differences of high school students’ behaviors in a simulated situation of peer coercion into academic cheating. Method: A total of 1147 volunteer adolescents participated, (Men: N = 479; Mage = 16.3; Women: N = 668; Mage =...

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Autores:
Martínez-González, Marina Begoña
Arenas Rivera, Claudia Patricia
Cardozo Rusinque, Aura Alicia
Morales-Cuadro, Aldair
Acuña Rodriguez, Mónica Patricia
Turizo-Palencia, Yamile
Clemente-Suárez, Vicente Javier
Tipo de recurso:
Article of journal
Fecha de publicación:
2019
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
eng
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/9181
Acceso en línea:
https://hdl.handle.net/11323/9181
https://doi.org/10.3390/socsci10070265
https://repositorio.cuc.edu.co/
Palabra clave:
Peer victimization
Moral disengagement
Bullying
Disruptive behavior
Rights
openAccess
License
Atribución 4.0 Internacional (CC BY 4.0)
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repository_id_str
dc.title.eng.fl_str_mv Psychological and gender differences in a simulated cheating coercion situation at school
title Psychological and gender differences in a simulated cheating coercion situation at school
spellingShingle Psychological and gender differences in a simulated cheating coercion situation at school
Peer victimization
Moral disengagement
Bullying
Disruptive behavior
title_short Psychological and gender differences in a simulated cheating coercion situation at school
title_full Psychological and gender differences in a simulated cheating coercion situation at school
title_fullStr Psychological and gender differences in a simulated cheating coercion situation at school
title_full_unstemmed Psychological and gender differences in a simulated cheating coercion situation at school
title_sort Psychological and gender differences in a simulated cheating coercion situation at school
dc.creator.fl_str_mv Martínez-González, Marina Begoña
Arenas Rivera, Claudia Patricia
Cardozo Rusinque, Aura Alicia
Morales-Cuadro, Aldair
Acuña Rodriguez, Mónica Patricia
Turizo-Palencia, Yamile
Clemente-Suárez, Vicente Javier
dc.contributor.author.spa.fl_str_mv Martínez-González, Marina Begoña
Arenas Rivera, Claudia Patricia
Cardozo Rusinque, Aura Alicia
Morales-Cuadro, Aldair
Acuña Rodriguez, Mónica Patricia
Turizo-Palencia, Yamile
Clemente-Suárez, Vicente Javier
dc.subject.proposal.eng.fl_str_mv Peer victimization
Moral disengagement
Bullying
Disruptive behavior
topic Peer victimization
Moral disengagement
Bullying
Disruptive behavior
description This study aimed to analyze gender, anxiety, and psychological inflexibility differences of high school students’ behaviors in a simulated situation of peer coercion into academic cheating. Method: A total of 1147 volunteer adolescents participated, (Men: N = 479; Mage = 16.3; Women: N = 668; Mage = 16.2). The participants saw 15 s animated online video presenting peer coercion into an academic cheating situation, including a questionnaire about their reactions to face the situation. They also answered the State–Trait Anxiety Inventory for children and adolescents and the Avoidance and Fusion Questionnaire for Youth (AFQ-Y). Gender was associated with the behaviors facing the situation. Higher state anxiety and inflexibility were present in those participants that avoided aggressive behaviors facing the situation; on the other hand, trait anxiety was present in those who reacted aggressively. Finally, higher anxiety and inflexibility were associated with the used moral disengagement mechanisms, but also with peers’ perception as sanctioning or being against the participants’ decision. The most aggressive students were more flexible and less stressed than those who tried to solve assertively. Expectations about peers seem to be relevant to the decision-making facing moral dilemmas and peer victimization.
publishDate 2019
dc.date.issued.none.fl_str_mv 2019-07-09
dc.date.accessioned.none.fl_str_mv 2022-05-19T16:28:28Z
dc.date.available.none.fl_str_mv 2022-05-19T16:28:28Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.type.content.spa.fl_str_mv Text
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dc.identifier.citation.spa.fl_str_mv Martínez-González, Marina Begoña, Claudia Patricia Arenas-Rivera, Aura Alicia Cardozo-Rusinque, Aldair Ricardo Morales-Cuadro, Mónica Acuña-Rodríguez, Yamile Turizo-Palencia, and Vicente Javier Clemente-Suárez. 2021. Psychological and Gender Differences in a Simulated Cheating Coercion Situation at School. Social Sciences 10: 265. https://doi.org/10.3390/socsci10070265
dc.identifier.uri.spa.fl_str_mv https://hdl.handle.net/11323/9181
dc.identifier.url.spa.fl_str_mv https://doi.org/10.3390/socsci10070265
dc.identifier.doi.spa.fl_str_mv 10.3390/socsci10070265
dc.identifier.eissn.spa.fl_str_mv 2076-0760
dc.identifier.instname.spa.fl_str_mv Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv REDICUC - Repositorio CUC
dc.identifier.repourl.spa.fl_str_mv https://repositorio.cuc.edu.co/
identifier_str_mv Martínez-González, Marina Begoña, Claudia Patricia Arenas-Rivera, Aura Alicia Cardozo-Rusinque, Aldair Ricardo Morales-Cuadro, Mónica Acuña-Rodríguez, Yamile Turizo-Palencia, and Vicente Javier Clemente-Suárez. 2021. Psychological and Gender Differences in a Simulated Cheating Coercion Situation at School. Social Sciences 10: 265. https://doi.org/10.3390/socsci10070265
10.3390/socsci10070265
2076-0760
Corporación Universidad de la Costa
REDICUC - Repositorio CUC
url https://hdl.handle.net/11323/9181
https://doi.org/10.3390/socsci10070265
https://repositorio.cuc.edu.co/
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.ispartofjournal.spa.fl_str_mv Social Sciences
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spelling Martínez-González, Marina BegoñaArenas Rivera, Claudia PatriciaCardozo Rusinque, Aura AliciaMorales-Cuadro, AldairAcuña Rodriguez, Mónica PatriciaTurizo-Palencia, YamileClemente-Suárez, Vicente Javier2022-05-19T16:28:28Z2022-05-19T16:28:28Z2019-07-09Martínez-González, Marina Begoña, Claudia Patricia Arenas-Rivera, Aura Alicia Cardozo-Rusinque, Aldair Ricardo Morales-Cuadro, Mónica Acuña-Rodríguez, Yamile Turizo-Palencia, and Vicente Javier Clemente-Suárez. 2021. Psychological and Gender Differences in a Simulated Cheating Coercion Situation at School. Social Sciences 10: 265. https://doi.org/10.3390/socsci10070265https://hdl.handle.net/11323/9181https://doi.org/10.3390/socsci1007026510.3390/socsci100702652076-0760Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/This study aimed to analyze gender, anxiety, and psychological inflexibility differences of high school students’ behaviors in a simulated situation of peer coercion into academic cheating. Method: A total of 1147 volunteer adolescents participated, (Men: N = 479; Mage = 16.3; Women: N = 668; Mage = 16.2). The participants saw 15 s animated online video presenting peer coercion into an academic cheating situation, including a questionnaire about their reactions to face the situation. They also answered the State–Trait Anxiety Inventory for children and adolescents and the Avoidance and Fusion Questionnaire for Youth (AFQ-Y). Gender was associated with the behaviors facing the situation. Higher state anxiety and inflexibility were present in those participants that avoided aggressive behaviors facing the situation; on the other hand, trait anxiety was present in those who reacted aggressively. Finally, higher anxiety and inflexibility were associated with the used moral disengagement mechanisms, but also with peers’ perception as sanctioning or being against the participants’ decision. The most aggressive students were more flexible and less stressed than those who tried to solve assertively. Expectations about peers seem to be relevant to the decision-making facing moral dilemmas and peer victimization.13 páginasapplication/pdfengMultidisciplinary Digital Publishing Institute (MDPI)SwitzerlandAtribución 4.0 Internacional (CC BY 4.0)Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Psychological and gender differences in a simulated cheating coercion situation at schoolArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersionhttps://www.mdpi.com/2076-0760/10/7/265Social SciencesAnderson, RaeAnn E., Amanda M. Brouwer, Angela R. Wendorf, and Shawn P. Cahill. 2016. Women’s behavioral responses to the threat of a hypothetical date rape stimulus: A qualitative analysis. Archives of Sexual Behavior 45: 793–805.Andreou, Eleni. 2004. Bully/Victim Problems and Their Association with Machiavellianism and Self-Efficacy in Greek Primary School Children. British Journal of Educational Psychology 74: 297–309.Arana, Allyson A., Erin Q. Boyd, Maria Guarneri-White, Priya Iyer-Eimerbrink, Angela Liegey Dougall, and Lauri Jensen-Campbell. 2018. The Impact of Social and Physical Peer Victimization on Systemic Inflammation in Adolescents. Merrill-Palmer Quarterly 64: 12.Bandura, Albert. 1999. Moral Disengagement in the Perpetration of Inhumanities. Personality and Social Psychology Review 3: 193–209.Bandura, Albert. 2002. Selective Moral Disengagement in the Exercise of Moral Agency. Journal of Moral Education 31: 101–19.Bandura, Albert, Claudio Barbaranelli, Gian Vittorio Caprara, and Concetta Pastorelli. 1996. Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality and Social Psychology 71: 364–74.Barbaranelli, Claudio, Maria L. Farnese, Carlo Tramontano, Roberta Fida, Valerio Ghezzi, Marinella Paciello, and Philip Long. 2018. Machiavellian Ways to Academic Cheating: A Mediational and Interactional Model. 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