Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos

The moral disengagement has negative effects for psychosocial development in childhood, which makes it necessary to have scales to evaluate it. The present study aimed to analyze the psychometric properties of the Moral Disengagement in Children Situations of Bullying (DMAE, its initials in Spanish)...

Full description

Autores:
García-Vázquez, Fernanda Inéz
Valdés-Cuervo, Ángel Alberto
Carlos-Martínez, Ernesto Alonso
Alcántar-Nieblas, Carolina
Tipo de recurso:
Article of journal
Fecha de publicación:
2019
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
spa
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/23270
Acceso en línea:
https://hdl.handle.net/10983/23270
Palabra clave:
MEDICIÓN
VALIDEZ
DESCONEXIÓN MORAL
EMOCIONES MORALES
ACOSO ESCOLAR
MEASUREMENT
VALIDITY
MORAL DISENGAGEMENT
MORAL EMOTIONS
BULLYING
MEDIÇÃO
VALIDADE
DESCONEXÃO MORAL
EMOÇÕES MORAIS
ASSÉDIO ESCOLAR
Rights
openAccess
License
Derechos Reservados - Universidad Católica de Colombia, 2019
id UCATOLICA2_f00ece4547b251d6e806f508b7e37e5c
oai_identifier_str oai:repository.ucatolica.edu.co:10983/23270
network_acronym_str UCATOLICA2
network_name_str RIUCaC - Repositorio U. Católica
repository_id_str
dc.title.spa.fl_str_mv Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos
dc.title.translated.eng.fl_str_mv Psychometric Properties of a Scale Measuring Moral Disengagement in Mexican Children
Propriedades psicométricas de uma escala para medir desconexão moral em crianças mexicanas
title Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos
spellingShingle Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos
MEDICIÓN
VALIDEZ
DESCONEXIÓN MORAL
EMOCIONES MORALES
ACOSO ESCOLAR
MEASUREMENT
VALIDITY
MORAL DISENGAGEMENT
MORAL EMOTIONS
BULLYING
MEDIÇÃO
VALIDADE
DESCONEXÃO MORAL
EMOÇÕES MORAIS
ASSÉDIO ESCOLAR
title_short Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos
title_full Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos
title_fullStr Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos
title_full_unstemmed Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos
title_sort Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos
dc.creator.fl_str_mv García-Vázquez, Fernanda Inéz
Valdés-Cuervo, Ángel Alberto
Carlos-Martínez, Ernesto Alonso
Alcántar-Nieblas, Carolina
dc.contributor.author.spa.fl_str_mv García-Vázquez, Fernanda Inéz
Valdés-Cuervo, Ángel Alberto
Carlos-Martínez, Ernesto Alonso
Alcántar-Nieblas, Carolina
dc.subject.proposal.spa.fl_str_mv MEDICIÓN
VALIDEZ
DESCONEXIÓN MORAL
EMOCIONES MORALES
ACOSO ESCOLAR
MEASUREMENT
VALIDITY
MORAL DISENGAGEMENT
MORAL EMOTIONS
BULLYING
MEDIÇÃO
VALIDADE
DESCONEXÃO MORAL
EMOÇÕES MORAIS
ASSÉDIO ESCOLAR
topic MEDICIÓN
VALIDEZ
DESCONEXIÓN MORAL
EMOCIONES MORALES
ACOSO ESCOLAR
MEASUREMENT
VALIDITY
MORAL DISENGAGEMENT
MORAL EMOTIONS
BULLYING
MEDIÇÃO
VALIDADE
DESCONEXÃO MORAL
EMOÇÕES MORAIS
ASSÉDIO ESCOLAR
description The moral disengagement has negative effects for psychosocial development in childhood, which makes it necessary to have scales to evaluate it. The present study aimed to analyze the psychometric properties of the Moral Disengagement in Children Situations of Bullying (DMAE, its initials in Spanish) scale. 661 Mexican students participated from 5th grade (51%) and 6th grade (49%), 48% girls (M age = 10.51, SD = .64 years) and 52% boys (M age = 10.59, SD = .68 years). The validity (internal and concurrent), measurement invariance for both sexes and reliability of the scale were analyzed. From the results of the confirmatory factor analysis, it was inferred that the multidimensional measurement model that measures moral justification, diffusion of responsibility and attribution of blame presents a better fit to the data than the one-dimensional one. It was also found that the DMAE presents measurement invariance in both sexes and evidence of concurrent validity. It was concluded that the scale has adequate psychometric properties for the measurement of moral disengagement in Mexican children.
publishDate 2019
dc.date.accessioned.spa.fl_str_mv 2019-06-26T16:32:38Z
dc.date.available.spa.fl_str_mv 2019-06-26T16:32:38Z
dc.date.issued.spa.fl_str_mv 2019-06
dc.type.spa.fl_str_mv Artículo de revista
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.content.spa.fl_str_mv Text
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/article
dc.type.redcol.spa.fl_str_mv http://purl.org/redcol/resource_type/ART
dc.type.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.citation.spa.fl_str_mv García-Vázquez, F., Valdés-Cuervo, A., Carlos-Martínez, E., & Alcántar Nieblas, C. (2019). Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos. Acta Colombiana de Psicología, 22(1), 107-128. doi:http://dx.doi.org/10.14718/ACP.2019.22.1.6
dc.identifier.issn.spa.fl_str_mv 0123-9155
dc.identifier.uri.spa.fl_str_mv https://hdl.handle.net/10983/23270
identifier_str_mv García-Vázquez, F., Valdés-Cuervo, A., Carlos-Martínez, E., & Alcántar Nieblas, C. (2019). Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos. Acta Colombiana de Psicología, 22(1), 107-128. doi:http://dx.doi.org/10.14718/ACP.2019.22.1.6
0123-9155
url https://hdl.handle.net/10983/23270
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.ispartof.spa.fl_str_mv Acta Colombiana de Psicología, Vol. 22 no. 1 (ene.-jun. 2019); p. 107-128
dc.relation.references.spa.fl_str_mv Almeida, A., Correia, L., & Marinho, S. (2010). Moral disengagement, normative beliefs or peer group, and attitudes regarding roles in bullying. Journal of School Violence, 9, 23-36. doi: http://dx.doi.org/10.1080/15388220903185639.
Aly, A., Taylor, E., & Karnovsky, S. (2014). Moral disengagement and building resilience to violent extremism: An education intervention. Studies in Conflict and Terrorism, 37, 369-385. doi: http://dx.doi.org/10.1080/1057610X.2014.879379.
Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying victimization uniquely contributes to adjustment problems in young children: A nationally representative cohort study. Pediatrics, 118, 130-138. doi: http://dx.doi.org/10.1542/peds.2005-2388.
Bandura, A. (1986). Social foundations and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1990). Selective activation and disengagement of moral control. Journal of Social Issues, 46, 27-46. doi: http://dx.doi.org/10.1111/j.1540-4560.1990.tb00270.x.
Bandura A. (1999). Moral disengagement in the perpetuation of inhumanities. Personality and Social Psychology Review, 3, 193-209. doi: http://dx.doi.org/10.1207/s15327957pspr0303_3.
Bandura, A. (2002). Selective moral disengagement in the exercise of moral agency. Journal of Moral Education, 31, 101119. doi: http://dx.doi.org/10.1080/0305724022014322.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality and Social Psychology, 71, 364-374. doi: http://dx.doi.org/10.1037/0022-3514.71.2.364.
Bandura, A., Underwood, B., & Fromson, M. E. (1975). Disinhibition of aggression through diffusion of responsibility and dehumanization of victims. Journal of Research in Personality, 9, 253-269. doi: http://dx.doi.org/10.1016/0092-6566(75)90001-X.
Barriga, A. Q., Sullivan-Cosetti, M., & Gibbs, J. C. (2009). Moral cognitive correlates of empathy in juvenile delinquents. Criminal Behaviour and Mental Health, 19, 253-264. doi: http://dx.doi.org/10.1002/cbm.740.
Blunch, N. (2013). Introduction to structural equation modeling using IBM SPSS Statistics and Amos. Londres, UK: SAGE.
Boardley, I., & Kavusannu, M. (2007). Development and validation of the Moral Disengagement in Sport Scale. Journal of Sport and Exercise Psychology, 29(5), 608-628. doi: http:// dx.doi.org/10.1123/jsep.29.5.608.
Bussey, K., Quinn, C., & Dobson, J. (2015). The moderating role of empathic concern and perspective taking on the relationship between moral disengagement and aggression. MerrillPalmer Quarterly: Journal of Developmental Psychology, 61, 10-29. doi: http://dx.doi.org/10.1353/mpq.2015.0004.
Byrne, B. (2010). Structural equation modeling with AMOS (2nd ed.). New York, NY: Routledge Taylor & Francis Group.
Camodeca, M., & Taraschi, E. (2015). Like father, like son? The link between parents’ moral disengagement and children’s externalizing behaviors. Merril-Palmer Quarterly, 61, 173-191. doi: http://dx.doi.org/10.13110/mrrpalmquar1982.61.1.0773.
Campaert, K., Nocentini, A., & Menesini, E. (2017). The efficacy of teachers’ responses to incidents of bullying and victimization: The mediational role of moral disengagement for bullying. Aggressive Behavior, 43, 483-492. doi: http://dx.doi.org/10.1002/ab.21706.
Çapan, B. E., & Bakioglu, F. (2016). Adaptation of Collective Moral Disengagement Scale into Turkish culture for adolescents. Universal Journal of Educational Research, 4, 14521457. doi: http://dx.doi.org/10.13189/ujer.2016.040624.
Caravita, S. L., Sijtsema, J. J., Rambaran, J. A., & Gini, G. (2014). Peer influences on moral disengagement in late childhood and early adolescence. Journal of Youth Adolescence, 43, 193-207. doi: http://dx.doi.org/10.1007/s10964-013-9953-1.
Carrera-Fernández, M. V., Cid-Fernández, X. M., Almeida, A., González-Fernández, A., & Lameiras-Fernández, M. (2018). Attitudes toward cultural diversity in Spanish and Portuguese adolescent of secondary education: The influence of heteronormativity and moral disengagement in school bullying. Revista de Psicodidáctica, 23, 17-25. doi: http://dx.doi.org/10.1016/j.psicod.2017.07.004.
Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B., & Molcho, M. (2009). A cross-national profile of bullying and victimization among adolescent in 40 countries. International Journal of Public Health, 54, 216-224. doi: http://dx.doi.org/10.1007/s00038-009-5413-9.
De Caroli, M., & Sagone, E. (2014). Belief in a just world, prosocial behavior, and moral disengagement in adolescence. Procedia-Social and Behavioral Sciences, 116, 596-600. doi: http://dx.doi.org/10.1016/j.sbspro.2014.01.263.
De Graaff, M. C., Schut, M., Verweij, D. E., Vermetten, E., & Giebels, E. (2016). Emotional reactions and moral judgment: The effects of morally challenging interactions in military operations. Ethics & Behavior, 26, 14-31. doi: http://dx.doi.org/10.1080/10508422.2014.975815.
Dunn, T., Baguley, T., & Brunsden, V. (2014). From Alfa to Omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 104, 399-412. doi: http://dx.doi.org/10.1111/bjop.2046.
Echavarría, C. V., & Vasco, E. (2006). Justificaciones morales de lo bueno y lo malo en un grupo de niñas y niños provenientes de contextos violentos y no violentos de una ciudad Andina de Colombia. Acta Colombiana de Psicología, 9(1), 51-62. Recuperado de http://www.redalyc.org/pdf/798/79890105.pdf.
Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review of Psychology, 51, 665. doi: http://dx.doi.org/10.1146/annurev.psych.51.1.665.
Eljach, S. (2011). Violencia escolar en América Latina y el Caribe: Superficie y fondo. Panamá, República de Panamá: UNICEF.
Espegale, D. L., Hong, J. S., Rao, M. A., & Low, S. (2013). Associations between peer victimization and academic performance. Theory into Practice, 52, 233-240. doi: http://dx.doi.org/10.1080/00405841.829724.
Feldman, M. A., Ojanen, T., Gesten, E. L., Smith-Schrandt, H., Brannick, M., Wienke, C. M., & Alexander, L. (2014). The effects of middle school bullying and victimization on adjustment through high school: growth modeling of achievement. School attendance, and disciplinary trajectories. Psychology in the School, 51, 1046-1062. doi: http://dx.doi.org/10.1002/pits.21799.
Garaigordobil, M., & Machimbarrena, J. M|. (2017). Stress, competence, and parental educational styles in victims and aggressors of bullying and cyberbullying. Psicothema, 29, 335-340. doi: http://dx.doi.org/10.7334/psicothema2016.258.
Gasser, L., Gutzwiller-Helfenfinger, E., Latzko, B., & Malti, T. (2013). Moral emotion attributions and moral motivation. En K. Heinrich, F. Oser, & T. Lovat (Eds.), Handbook of moral motivation (pp. 307-322). Rotterdam: Sense Publishers.
Gibbs, J. (2014). Moral development & reality (3rd ed.). USA: Oxford University Press.
Gini, G., Pozzoli, T., & Bussey, K. (2015). The role of individual and collective moral disengagement in peers aggression and bystanding: a multilevel analysis. Journal of Abnormal Child Psychology, 43, 441-452. doi: http://dx.doi.org/10.1007/s10802-014 -9920-7.
Gini, G., Pozzoli, T., & Hymel, S. (2014). Moral disengagement among children and youth: A meta-analytic review of links to aggressive behavior. Aggressive Behavior, 40, 56-68. doi: http://dx.doi.org/10.1002/ab.21502.
Graham, S. (2016). Victims of bullying in schools. Theory into Practice, 55, 136-144. doi: http://dx.doi.org/10.1080/00405841.2016.1148988.
Greenhalgh, E. M., Watt, S. E., & Schutte, N. S. (2015). Mechanisms of moral disengagement in the endorsement of asylum seeker policies in Australia. Ethics & Behavior, 25, 482-499. doi: http://dx.doi.org/10.1080/10508422.2014.951720.
Higuita-Gutiérrez, L. F., & Cardona-Arias, A. (2017). Variables of the family, school, and social environment context that determine bullying in adolescents in Medellin, Colombia, 2014. Journal of School Violence, 16, 1-19. doi: http://dx.doi.org/10.1080/1 53882202015.1112807.
Houwing, F., & Bussey, K. (2017). Moral disengagement and the propensity to endorse physical punishment practices. Journal of Child & Family Studies, 26, 1206-1218. doi: http://dx.doi.org/10.1007/s10826-016-0643-y.
Hymel, S., & Bonanno, R. A. (2014). Moral disengagement processes in bullying. Theory into Practice, 53, 278-285. doi: http://dx.doi.org/10.1080/00405841.2014.947219.
Instituto Nacional de Estadística y Geografía (2015). Encuesta de cohesión social para la prevención de la violencia y delincuencia. Ciudad de México, México: INEGI.
Kim, M. J., Catalano, R. F., Haggerty, K. P., & Abbott, R. D. (2011). Bullying at elementary school and problem behavior in young adulthood: A study of bullying, violence and substance abuse from 11 to age 21. Criminal Behaviour and Mental Health, 21, 136-144. doi: http://dx.doi.org/10.1002/cbm.804.
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). New York, NY: The Guilford Press.
Kokkinos, C. M., Voulgaridou, I., Mandrali, M., & Parousidou, C. (2016). Interactive links between relational aggression, theory of mind, and moral disengagement among early adolescents. Psychology in the Schools, 53, 253-269. doi: http://dx.doi.org/10.1002/pits.21902.
Levasseur, C., Desbiens, N., & Bowen, F. (2017). Moral reasoning about school bullying in involved adolescent. Journal of Moral Education, 46, 158-176. doi: http://dx.doi.org/10.1080/03057240.2016.1268113.
Malti, T., Gasser, L., & Buchmann, M. (2009). Aggressive and prosocial children´s emotion attributions and moral reasoning. Aggressive Behavior, 35, 90-102. doi: http://dx.doi.org/10.1002/ab.20289.
Malti, T., & Ongley, S. F. (2014). The development of moral emotions and moral reasoning. En M. Killen, & J. G. Smetana (Eds.), Handbook of moral development (2nd ed., pp. 163183). New York, NY: Psychology Press.
Mendoza, B., Rojas, C., & Barrera, A. (2017). Rol de participación en bullying y su relación con la ansiedad. Perfiles Educativos, XXXIX(158), 38-51.
Menesini, E., Palladino, B. E., & Nocentini, A. (2015). Emotions of moral disengagement, class norms, and bullying in adolescence: A multilevel approach. Merrill-Palmer Quarterly: Journal of Developmental Psychology, 61, 124-143. doi: http://dx.doi.org/10.13110/merrpalmquar1982.61.1.0124.
Menesini, E., Sanchez, V., Fonzi, A., Ortega, R., Costabile, A., & Lo Feudo, G. (2003). Moral emotions and bullying: A crossnational comparison of differences between bullies, victims and outsiders. Aggressive Behavior, 29, 515-530. doi: http://dx.doi.org/10.1002/ab.10060.
Moore, C. (2015). Moral disengagement. Current Opinion in Psychology, 6, 199-204. doi: http://dx.doi.org/10.1016/j.copsyc.2015.07.018.
Navarro-González, D., Lorenzo-Seva, U., & Vigil-Colet, A. (2016). How response bias affects the factorial structure of personality self-reports. Psicothema, 29, 465-470. doi: http://dx.doi.org/10.7334/psicothema2016.113.
Newton, N. C., & Bussey, K. (2012). The age of reason: An examination of psychosocial factors involved in delinquent behaviour. Legal & Criminological Psychology, 17, 75-88. doi: http://dx.doi.org/10.1111/j.2044-8333.2010.02004.x.
Newton, N. C., Havard, A., & Teesson, M. (2012). The association between moral disengagement, psychological distress, resistive self-regulatory efficacy and alcohol and cannabis use among adolescents in Sydney, Australia. Addiction Research & Theory, 20, 261-269. doi: http://dx.doi.org/10.3109/16066359.2011.614976.
Newton, N. C., Stapinski, L. A., Champion, K. E., Teesson, M., & Bussey, K. (2016). The reliability and validity of the Australian Moral Disengagement Scale. Behaviour Change, 33, 136-149. doi: http://dx.doi.org/10.1017/bec.2016.9.
Nucci, L. P. (2001). Education in the moral domain. Cambridge: Cambridge University Press.
Obermann, M. L. (2011). Moral disengagement among bystander of school bullying. Journal of School Violence, 10, 239257. doi: http://dx.doi.org/10.1080/15388220.2011.578276.
Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. En D. Pepler & K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-448). Hillsdale, NJ: Erlbaum.
Paciello, M., Fida, R., Tramontano, C., Lupinetti, C., & Caprara, G. V. (2008). Stability and change of moral disengagement and its impact on aggression and violence in late adolescence. Child Development, 79, 1288-1309. doi: http://dx.doi.org/10.1111/j1467-8624.2008.01189.x.
Passini, S. (2012). The delinquency-drug relationship: The influence of social reputation and moral disengagement. Addictive Behaviors, 37, 577-579. doi: http://dx.doi.org/10.1016/j.addbeh.2012.01.012.
Paulino, L. R., Avilés, J. M., & Fonseca, P. J. (2016). Bullying, un problema moral: representaciones de sí mismo y desconexiones morales. Revista de Educación (373), 9-34. doi: http://dx.doi.org/10.4438/1988-592X-RE-2016-373-319.
Paxton, J. M., & Greene, J. D. (2010). Moral reasoning: hints and allegations. Topics in Cognitive Science, 2, 511-527. doi: http://dx.doi.org/10.1111/j.1756-8765.2010.01096.x.
Pelton, J., Gound, M., Forehand, R., & Brody, G. (2004). The Moral Disengagement Scale: Extension with an American minority sample. Journal of Psychopathology & Behavioral Assessment, 26, 31-39. doi: http://dx.doi.org/10.1023/B:JOBA.000.
Perren, S., & Gutzwiller-Helfenfinger, E. (2012). Cyberbullying and traditional bullying in adolescence: Differential roles of moral disengagement, moral emotions, and moral values. European Journal of Developmental, 9, 195-209. doi: http://dx.doi.org/10.1080/17405629.2011.643168.
Perren, S., Gutzwiller-Helfenfinger, E., Malti, T., & Hymel, S. (2012). Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims. British Journal of Developmental Psychology, 30, 511-530. doi: http://dx.doi.org/10.1111/j.2044-835X.2011.02059.x.
Pozzoli, T., Gini, G., & Vieno, A. (2012). Individual and class moral disengagement in bullying among elementary school children. Aggressive Behavior, 38, 378-388. doi: http://dx.doi.org/10.1002/ab.21442.
Robson, C., & Witenberg, R. T. (2013). The influence of moral disengagement, morally based self-esteem, age, and gender on traditional bullying and cyberbullying. Journal of School Violence, 12, 211-231. doi: http://dx.doi.org/10.1080/15388220.201212.762921.
Romero, M. L., & Kyriacou, C. (2016). Self-efficacy and moral disengagement in Mexican secondary school bullying bystanders. Psychology of Education Review, 40(2), 28-32.
Rubio-Garay, F., Amor, P. J., & Carrasco, M. A. (2017). Dimensionality and psychometric properties of the Spanish version of the Mechanisms of Moral Disengagement Scale (MMDS-S). Revista de Psicopatología y Psicología Clínica, 22, 43-54. doi: http://dx.doi.org/10.5944/rppc.vol.22.num.1.2017.16014.
Smetana, J. C. (2006). Social-cognitive domain theory: consistencies and variations in children´s moral and social judgments. En J. C. Smetana & M. Killen (Eds.), Handbook of moral development (pp. 119-153). New Jersey: Erlbaum.
Smetana, J. C. (2013). Moral development: The social domain theory view. En P. Zelazo (Ed.), Oxford handbook of developmental psychology: Vol 2: Self and other (pp. 832-865). New York, NY: Oxford University Press.
Smetana, J. C., Jambon, M., & Ball, C. (2014). The social domain approach to children moral and social judgments. EnM. Killen , & J. G. Smetana (Eds.), Handbook of moral development (2nd ed., pp. 23-45). New York, NY: Psychology Press .
Stevens, G., Deuling, J., & Armenakis, A. (2012). Successful psychopaths: Are they unethical decision-makers and why? Journal of Business Ethics, 105, 139-149. doi: http://dx.doi.org/10.1007/s10551-011-0963-1.
Tangney, J. P., Stuewig, J., & Mashek, D. J. (2007). Moral emotions and moral behavior. Annual Review of Psychology, 58, 345-372. doi: http://dx.doi.org/10.1146/annurev.psych.56.091103.070145.
Thornberg, R., & Jungert, T. (2014). School bullying and the mechanisms of moral disengagement. Aggressive Behavior, 40, 2, 99-108. doi: http://dx.doi.org/10.1002/ab.21509.
Thornberg, R., Pozzoli, T., Gini, G., & Jungert, T. (2015). Unique and interactive effects of moral emotions and moral disengagement on bullying and defending among school children. The Elementary School Journal, 116, 322-337. doi: http://dx.doi.org/10.1086/683985.
Valdebenito, S., Ttofi, M., & Eisner, M. (2015). Prevalence rates of drug use among school bullies and victims: A systematic review and meta-analysis of cross-sectional studies. Aggression and Violent Behavior, 23, 137-146. doi: http://dx.doi.org/10.1016/j.avb.2015.05.004.
Valdés, A. A., Carlos, E. A., Wendlandt, T. R., & Ramírez, M. (2016). Propiedades psicométricas de una escala para medir el manejo de la vergüenza en adolescents (MOSS-SAST). Acta Colombiana de Psicología, 19, 13-23. doi: http://dx.doi.org/10.14718/ACP.2016.19.1.2.
Valdés, A. A., Martínez, B., & Carlos, E. A. (2018). The role of teaching practices in the prevention of school violence among peers. Revista de Psicodidáctica, 23, 33-38. doi: http://dx.doi.org/10.1016/j.psicod.2017.05.006.
Van Noorden, T. H., Haselager, G. J., Cillessen, A. H., & Bukowski, W. M. (2014). Dehumanization in children: The link with moral disengagement in bullying and victimization. Aggressive Behavior, 40, 320-328. doi: http://dx.doi.org/10.1002/ab.215 22.
Volk, A. A., Dane, A. V., & Marini, Z. A. (2014). What is bullying? A theoretical redefinition. Developmental Review, 34, 327-343. doi: http://dx.doi.org/10.1016/j.dr.2014.09.001.
Vossen, H. G. M., Piotrowski, J. T., & Valkenburg, P. M. (2015). Development of the Adolescent Measure of Empathy and Sympathy (AMES). Personality and Individual Differences, 74, 66-71. doi: http://dx.doi.org/10.1016/j.paid.2014.09.040.
Wang, C., Ryoo, J., Swearer, S., Turner, R., & Goldberg, T. (2017). Longitudinal relationships between bullying and moral disengagement among adolescents. Journal of Youth and Adolescence, 46, 1304-1317. doi: http://dx.doi.org/10.1007/s10964-016-0577-0.
Wang, X., Yang, L., Gao, L., Lei, L., & Wang, C. (2017). Childhood maltreatment and Chinese adolescents’ bullying and defending: The mediating role of moral disengagement. Child Abuse & Neglect, 69, 134-144. doi: http://dx.doi.org/10.1016/j.chiabu.2017.04.016.
Wang, J., & Wang, X. (2012). Structural equation modeling. Applications using Mplus. Chichester, UK: Wiley.
dc.rights.spa.fl_str_mv Derechos Reservados - Universidad Católica de Colombia, 2019
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
dc.rights.creativecommons.spa.fl_str_mv Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.uri.spa.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
rights_invalid_str_mv Derechos Reservados - Universidad Católica de Colombia, 2019
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
https://creativecommons.org/licenses/by-nc-nd/4.0/
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Católica de Colombia. Facultad de Psicología
institution Universidad Católica de Colombia
bitstream.url.fl_str_mv https://repository.ucatolica.edu.co/bitstreams/91e8086b-9abc-4fcb-acce-4a986a84f046/download
https://repository.ucatolica.edu.co/bitstreams/e1507dcb-8990-4a30-941b-98e2dfcee855/download
https://repository.ucatolica.edu.co/bitstreams/575f7293-9e70-4072-940f-e2c9028e4bf4/download
https://repository.ucatolica.edu.co/bitstreams/b1e8a21d-849e-4500-ac39-25976ca24a67/download
https://repository.ucatolica.edu.co/bitstreams/181feb29-bbcd-4ae7-bae3-21a2c59ef02d/download
https://repository.ucatolica.edu.co/bitstreams/08cc0af4-8d52-43a3-a544-23fab2a4fe72/download
bitstream.checksum.fl_str_mv f157538a3ecf9f7a27d5c78be4016d74
c226b2a7abb5c58f8bb4e14ab30847f2
c7c78f0485f98a82fa6467a5435f38f2
c5d3448fcc8746a4173087e304b74896
92bce289565eb54865ac82b573c44ad7
ee0a60f917e2049f2573e8f214a65425
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio Institucional Universidad Católica de Colombia - RIUCaC
repository.mail.fl_str_mv bdigital@metabiblioteca.com
_version_ 1808402604543180800
spelling García-Vázquez, Fernanda Inézee6a1dbc-380d-4a07-bfdd-35ff22005238-1Valdés-Cuervo, Ángel Alberto13dade8b-4955-444c-9ab3-c6dfa9616c82-1Carlos-Martínez, Ernesto Alonso555f77a0-69d0-418d-a0cd-0d0f43dd2368-1Alcántar-Nieblas, Carolina037a46dc-6994-4cc4-beeb-f223a08f0096-12019-06-26T16:32:38Z2019-06-26T16:32:38Z2019-06The moral disengagement has negative effects for psychosocial development in childhood, which makes it necessary to have scales to evaluate it. The present study aimed to analyze the psychometric properties of the Moral Disengagement in Children Situations of Bullying (DMAE, its initials in Spanish) scale. 661 Mexican students participated from 5th grade (51%) and 6th grade (49%), 48% girls (M age = 10.51, SD = .64 years) and 52% boys (M age = 10.59, SD = .68 years). The validity (internal and concurrent), measurement invariance for both sexes and reliability of the scale were analyzed. From the results of the confirmatory factor analysis, it was inferred that the multidimensional measurement model that measures moral justification, diffusion of responsibility and attribution of blame presents a better fit to the data than the one-dimensional one. It was also found that the DMAE presents measurement invariance in both sexes and evidence of concurrent validity. It was concluded that the scale has adequate psychometric properties for the measurement of moral disengagement in Mexican children.La desconexión moral tiene como consecuencia efectos negativos para el desarrollo psicosocial en la niñez, por lo cual se hace necesario contar con escalas para evaluarla. En el presente estudio se analizaron las propiedades psicométricas de la escala Desconexión Moral en Situaciones de Acoso en niños (DMAE). Participaron 661 estudiantes mexicanos de 5.º (51 %) y 6.º grado (49 %), 48 % niñas (M edad = 10.51, DE = .64 años) y 52 % niños (M edad = 10.59, DE = .68 años). Se analizó la validez (estructura interna y concurrente), invarianza de medida para ambos sexos y fiabilidad de la escala. De los resultados del análisis factorial confirmatorio se infirió que el modelo de medición multidimensional que mide la justificación moral, la difusión de la responsabilidad y la atribución de la culpa presenta mejor ajuste a los datos que el unidimensional. Además, se encontró que la DMAE presenta invariancia de medición en ambos sexos y evidencias de validez concurrente. Se concluye que la escala cuenta con propiedades psicométricas adecuadas para la medición de la desconexión moral en niños mexicanos.A desconexão moral tem como consequência efeitos negativos para o desenvolvimento psicossocial na infância, o que torna necessário contar com escalas para avaliá-la. Neste estudo, foram analisadas as propriedades psicométricas da escala Desconexão Moral em Situações de Assédio em Crianças. Participaram 661 estudantes mexicanos do 5º (51 %) e 6º anos (49 %), 48 % meninas (M idade = 10.51, DP = .64 anos) e 52 % meninos (M idade = 10.59, DP = .68 anos). Foi analisada a validade (estrutura interna e concorrente), invariância de medida para ambos os sexos e confiabilidade da escala. Dos resultados da análise fatorial confirmatória, foi inferido que o modelo de medição multidimensional que mede a justificativa moral, a difusão da responsabilidade e a atribuição da culpa apresenta melhor ajuste aos dados do que o unidimensional. Além disso, foi constatado que a escala apresenta invariância de medida em ambos os sexos e evidências de validade concorrente. Concluise que a escala possui propriedades psicométricas adequadas para a medição da desconexão moral em crianças mexicanas.application/pdfGarcía-Vázquez, F., Valdés-Cuervo, A., Carlos-Martínez, E., & Alcántar Nieblas, C. (2019). Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos. Acta Colombiana de Psicología, 22(1), 107-128. doi:http://dx.doi.org/10.14718/ACP.2019.22.1.60123-9155https://hdl.handle.net/10983/23270spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 22 no. 1 (ene.-jun. 2019); p. 107-128Almeida, A., Correia, L., & Marinho, S. (2010). Moral disengagement, normative beliefs or peer group, and attitudes regarding roles in bullying. Journal of School Violence, 9, 23-36. doi: http://dx.doi.org/10.1080/15388220903185639.Aly, A., Taylor, E., & Karnovsky, S. (2014). Moral disengagement and building resilience to violent extremism: An education intervention. Studies in Conflict and Terrorism, 37, 369-385. doi: http://dx.doi.org/10.1080/1057610X.2014.879379.Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying victimization uniquely contributes to adjustment problems in young children: A nationally representative cohort study. Pediatrics, 118, 130-138. doi: http://dx.doi.org/10.1542/peds.2005-2388.Bandura, A. (1986). Social foundations and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.Bandura, A. (1990). Selective activation and disengagement of moral control. Journal of Social Issues, 46, 27-46. doi: http://dx.doi.org/10.1111/j.1540-4560.1990.tb00270.x.Bandura A. (1999). Moral disengagement in the perpetuation of inhumanities. Personality and Social Psychology Review, 3, 193-209. doi: http://dx.doi.org/10.1207/s15327957pspr0303_3.Bandura, A. (2002). Selective moral disengagement in the exercise of moral agency. Journal of Moral Education, 31, 101119. doi: http://dx.doi.org/10.1080/0305724022014322.Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality and Social Psychology, 71, 364-374. doi: http://dx.doi.org/10.1037/0022-3514.71.2.364.Bandura, A., Underwood, B., & Fromson, M. E. (1975). Disinhibition of aggression through diffusion of responsibility and dehumanization of victims. Journal of Research in Personality, 9, 253-269. doi: http://dx.doi.org/10.1016/0092-6566(75)90001-X.Barriga, A. Q., Sullivan-Cosetti, M., & Gibbs, J. C. (2009). Moral cognitive correlates of empathy in juvenile delinquents. Criminal Behaviour and Mental Health, 19, 253-264. doi: http://dx.doi.org/10.1002/cbm.740.Blunch, N. (2013). Introduction to structural equation modeling using IBM SPSS Statistics and Amos. Londres, UK: SAGE.Boardley, I., & Kavusannu, M. (2007). Development and validation of the Moral Disengagement in Sport Scale. Journal of Sport and Exercise Psychology, 29(5), 608-628. doi: http:// dx.doi.org/10.1123/jsep.29.5.608.Bussey, K., Quinn, C., & Dobson, J. (2015). The moderating role of empathic concern and perspective taking on the relationship between moral disengagement and aggression. MerrillPalmer Quarterly: Journal of Developmental Psychology, 61, 10-29. doi: http://dx.doi.org/10.1353/mpq.2015.0004.Byrne, B. (2010). Structural equation modeling with AMOS (2nd ed.). New York, NY: Routledge Taylor & Francis Group.Camodeca, M., & Taraschi, E. (2015). Like father, like son? The link between parents’ moral disengagement and children’s externalizing behaviors. Merril-Palmer Quarterly, 61, 173-191. doi: http://dx.doi.org/10.13110/mrrpalmquar1982.61.1.0773.Campaert, K., Nocentini, A., & Menesini, E. (2017). The efficacy of teachers’ responses to incidents of bullying and victimization: The mediational role of moral disengagement for bullying. Aggressive Behavior, 43, 483-492. doi: http://dx.doi.org/10.1002/ab.21706.Çapan, B. E., & Bakioglu, F. (2016). Adaptation of Collective Moral Disengagement Scale into Turkish culture for adolescents. Universal Journal of Educational Research, 4, 14521457. doi: http://dx.doi.org/10.13189/ujer.2016.040624.Caravita, S. L., Sijtsema, J. J., Rambaran, J. A., & Gini, G. (2014). Peer influences on moral disengagement in late childhood and early adolescence. Journal of Youth Adolescence, 43, 193-207. doi: http://dx.doi.org/10.1007/s10964-013-9953-1.Carrera-Fernández, M. V., Cid-Fernández, X. M., Almeida, A., González-Fernández, A., & Lameiras-Fernández, M. (2018). Attitudes toward cultural diversity in Spanish and Portuguese adolescent of secondary education: The influence of heteronormativity and moral disengagement in school bullying. Revista de Psicodidáctica, 23, 17-25. doi: http://dx.doi.org/10.1016/j.psicod.2017.07.004.Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B., & Molcho, M. (2009). A cross-national profile of bullying and victimization among adolescent in 40 countries. International Journal of Public Health, 54, 216-224. doi: http://dx.doi.org/10.1007/s00038-009-5413-9.De Caroli, M., & Sagone, E. (2014). Belief in a just world, prosocial behavior, and moral disengagement in adolescence. Procedia-Social and Behavioral Sciences, 116, 596-600. doi: http://dx.doi.org/10.1016/j.sbspro.2014.01.263.De Graaff, M. C., Schut, M., Verweij, D. E., Vermetten, E., & Giebels, E. (2016). Emotional reactions and moral judgment: The effects of morally challenging interactions in military operations. Ethics & Behavior, 26, 14-31. doi: http://dx.doi.org/10.1080/10508422.2014.975815.Dunn, T., Baguley, T., & Brunsden, V. (2014). From Alfa to Omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 104, 399-412. doi: http://dx.doi.org/10.1111/bjop.2046.Echavarría, C. V., & Vasco, E. (2006). Justificaciones morales de lo bueno y lo malo en un grupo de niñas y niños provenientes de contextos violentos y no violentos de una ciudad Andina de Colombia. Acta Colombiana de Psicología, 9(1), 51-62. Recuperado de http://www.redalyc.org/pdf/798/79890105.pdf.Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review of Psychology, 51, 665. doi: http://dx.doi.org/10.1146/annurev.psych.51.1.665.Eljach, S. (2011). Violencia escolar en América Latina y el Caribe: Superficie y fondo. Panamá, República de Panamá: UNICEF.Espegale, D. L., Hong, J. S., Rao, M. A., & Low, S. (2013). Associations between peer victimization and academic performance. Theory into Practice, 52, 233-240. doi: http://dx.doi.org/10.1080/00405841.829724.Feldman, M. A., Ojanen, T., Gesten, E. L., Smith-Schrandt, H., Brannick, M., Wienke, C. M., & Alexander, L. (2014). The effects of middle school bullying and victimization on adjustment through high school: growth modeling of achievement. School attendance, and disciplinary trajectories. Psychology in the School, 51, 1046-1062. doi: http://dx.doi.org/10.1002/pits.21799.Garaigordobil, M., & Machimbarrena, J. M|. (2017). Stress, competence, and parental educational styles in victims and aggressors of bullying and cyberbullying. Psicothema, 29, 335-340. doi: http://dx.doi.org/10.7334/psicothema2016.258.Gasser, L., Gutzwiller-Helfenfinger, E., Latzko, B., & Malti, T. (2013). Moral emotion attributions and moral motivation. En K. Heinrich, F. Oser, & T. Lovat (Eds.), Handbook of moral motivation (pp. 307-322). Rotterdam: Sense Publishers.Gibbs, J. (2014). Moral development & reality (3rd ed.). USA: Oxford University Press.Gini, G., Pozzoli, T., & Bussey, K. (2015). The role of individual and collective moral disengagement in peers aggression and bystanding: a multilevel analysis. Journal of Abnormal Child Psychology, 43, 441-452. doi: http://dx.doi.org/10.1007/s10802-014 -9920-7.Gini, G., Pozzoli, T., & Hymel, S. (2014). Moral disengagement among children and youth: A meta-analytic review of links to aggressive behavior. Aggressive Behavior, 40, 56-68. doi: http://dx.doi.org/10.1002/ab.21502.Graham, S. (2016). Victims of bullying in schools. Theory into Practice, 55, 136-144. doi: http://dx.doi.org/10.1080/00405841.2016.1148988.Greenhalgh, E. M., Watt, S. E., & Schutte, N. S. (2015). Mechanisms of moral disengagement in the endorsement of asylum seeker policies in Australia. Ethics & Behavior, 25, 482-499. doi: http://dx.doi.org/10.1080/10508422.2014.951720.Higuita-Gutiérrez, L. F., & Cardona-Arias, A. (2017). Variables of the family, school, and social environment context that determine bullying in adolescents in Medellin, Colombia, 2014. Journal of School Violence, 16, 1-19. doi: http://dx.doi.org/10.1080/1 53882202015.1112807.Houwing, F., & Bussey, K. (2017). Moral disengagement and the propensity to endorse physical punishment practices. Journal of Child & Family Studies, 26, 1206-1218. doi: http://dx.doi.org/10.1007/s10826-016-0643-y.Hymel, S., & Bonanno, R. A. (2014). Moral disengagement processes in bullying. Theory into Practice, 53, 278-285. doi: http://dx.doi.org/10.1080/00405841.2014.947219.Instituto Nacional de Estadística y Geografía (2015). Encuesta de cohesión social para la prevención de la violencia y delincuencia. Ciudad de México, México: INEGI.Kim, M. J., Catalano, R. F., Haggerty, K. P., & Abbott, R. D. (2011). Bullying at elementary school and problem behavior in young adulthood: A study of bullying, violence and substance abuse from 11 to age 21. Criminal Behaviour and Mental Health, 21, 136-144. doi: http://dx.doi.org/10.1002/cbm.804.Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). New York, NY: The Guilford Press.Kokkinos, C. M., Voulgaridou, I., Mandrali, M., & Parousidou, C. (2016). Interactive links between relational aggression, theory of mind, and moral disengagement among early adolescents. Psychology in the Schools, 53, 253-269. doi: http://dx.doi.org/10.1002/pits.21902.Levasseur, C., Desbiens, N., & Bowen, F. (2017). Moral reasoning about school bullying in involved adolescent. Journal of Moral Education, 46, 158-176. doi: http://dx.doi.org/10.1080/03057240.2016.1268113.Malti, T., Gasser, L., & Buchmann, M. (2009). Aggressive and prosocial children´s emotion attributions and moral reasoning. Aggressive Behavior, 35, 90-102. doi: http://dx.doi.org/10.1002/ab.20289.Malti, T., & Ongley, S. F. (2014). The development of moral emotions and moral reasoning. En M. Killen, & J. G. Smetana (Eds.), Handbook of moral development (2nd ed., pp. 163183). New York, NY: Psychology Press.Mendoza, B., Rojas, C., & Barrera, A. (2017). Rol de participación en bullying y su relación con la ansiedad. Perfiles Educativos, XXXIX(158), 38-51.Menesini, E., Palladino, B. E., & Nocentini, A. (2015). Emotions of moral disengagement, class norms, and bullying in adolescence: A multilevel approach. Merrill-Palmer Quarterly: Journal of Developmental Psychology, 61, 124-143. doi: http://dx.doi.org/10.13110/merrpalmquar1982.61.1.0124.Menesini, E., Sanchez, V., Fonzi, A., Ortega, R., Costabile, A., & Lo Feudo, G. (2003). Moral emotions and bullying: A crossnational comparison of differences between bullies, victims and outsiders. Aggressive Behavior, 29, 515-530. doi: http://dx.doi.org/10.1002/ab.10060.Moore, C. (2015). Moral disengagement. Current Opinion in Psychology, 6, 199-204. doi: http://dx.doi.org/10.1016/j.copsyc.2015.07.018.Navarro-González, D., Lorenzo-Seva, U., & Vigil-Colet, A. (2016). How response bias affects the factorial structure of personality self-reports. Psicothema, 29, 465-470. doi: http://dx.doi.org/10.7334/psicothema2016.113.Newton, N. C., & Bussey, K. (2012). The age of reason: An examination of psychosocial factors involved in delinquent behaviour. Legal & Criminological Psychology, 17, 75-88. doi: http://dx.doi.org/10.1111/j.2044-8333.2010.02004.x.Newton, N. C., Havard, A., & Teesson, M. (2012). The association between moral disengagement, psychological distress, resistive self-regulatory efficacy and alcohol and cannabis use among adolescents in Sydney, Australia. Addiction Research & Theory, 20, 261-269. doi: http://dx.doi.org/10.3109/16066359.2011.614976.Newton, N. C., Stapinski, L. A., Champion, K. E., Teesson, M., & Bussey, K. (2016). The reliability and validity of the Australian Moral Disengagement Scale. Behaviour Change, 33, 136-149. doi: http://dx.doi.org/10.1017/bec.2016.9.Nucci, L. P. (2001). Education in the moral domain. Cambridge: Cambridge University Press.Obermann, M. L. (2011). Moral disengagement among bystander of school bullying. Journal of School Violence, 10, 239257. doi: http://dx.doi.org/10.1080/15388220.2011.578276.Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. En D. Pepler & K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-448). Hillsdale, NJ: Erlbaum.Paciello, M., Fida, R., Tramontano, C., Lupinetti, C., & Caprara, G. V. (2008). Stability and change of moral disengagement and its impact on aggression and violence in late adolescence. Child Development, 79, 1288-1309. doi: http://dx.doi.org/10.1111/j1467-8624.2008.01189.x.Passini, S. (2012). The delinquency-drug relationship: The influence of social reputation and moral disengagement. Addictive Behaviors, 37, 577-579. doi: http://dx.doi.org/10.1016/j.addbeh.2012.01.012.Paulino, L. R., Avilés, J. M., & Fonseca, P. J. (2016). Bullying, un problema moral: representaciones de sí mismo y desconexiones morales. Revista de Educación (373), 9-34. doi: http://dx.doi.org/10.4438/1988-592X-RE-2016-373-319.Paxton, J. M., & Greene, J. D. (2010). Moral reasoning: hints and allegations. Topics in Cognitive Science, 2, 511-527. doi: http://dx.doi.org/10.1111/j.1756-8765.2010.01096.x.Pelton, J., Gound, M., Forehand, R., & Brody, G. (2004). The Moral Disengagement Scale: Extension with an American minority sample. Journal of Psychopathology & Behavioral Assessment, 26, 31-39. doi: http://dx.doi.org/10.1023/B:JOBA.000.Perren, S., & Gutzwiller-Helfenfinger, E. (2012). Cyberbullying and traditional bullying in adolescence: Differential roles of moral disengagement, moral emotions, and moral values. European Journal of Developmental, 9, 195-209. doi: http://dx.doi.org/10.1080/17405629.2011.643168.Perren, S., Gutzwiller-Helfenfinger, E., Malti, T., & Hymel, S. (2012). Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims. British Journal of Developmental Psychology, 30, 511-530. doi: http://dx.doi.org/10.1111/j.2044-835X.2011.02059.x.Pozzoli, T., Gini, G., & Vieno, A. (2012). Individual and class moral disengagement in bullying among elementary school children. Aggressive Behavior, 38, 378-388. doi: http://dx.doi.org/10.1002/ab.21442.Robson, C., & Witenberg, R. T. (2013). The influence of moral disengagement, morally based self-esteem, age, and gender on traditional bullying and cyberbullying. Journal of School Violence, 12, 211-231. doi: http://dx.doi.org/10.1080/15388220.201212.762921.Romero, M. L., & Kyriacou, C. (2016). Self-efficacy and moral disengagement in Mexican secondary school bullying bystanders. Psychology of Education Review, 40(2), 28-32.Rubio-Garay, F., Amor, P. J., & Carrasco, M. A. (2017). Dimensionality and psychometric properties of the Spanish version of the Mechanisms of Moral Disengagement Scale (MMDS-S). Revista de Psicopatología y Psicología Clínica, 22, 43-54. doi: http://dx.doi.org/10.5944/rppc.vol.22.num.1.2017.16014.Smetana, J. C. (2006). Social-cognitive domain theory: consistencies and variations in children´s moral and social judgments. En J. C. Smetana & M. Killen (Eds.), Handbook of moral development (pp. 119-153). New Jersey: Erlbaum.Smetana, J. C. (2013). Moral development: The social domain theory view. En P. Zelazo (Ed.), Oxford handbook of developmental psychology: Vol 2: Self and other (pp. 832-865). New York, NY: Oxford University Press.Smetana, J. C., Jambon, M., & Ball, C. (2014). The social domain approach to children moral and social judgments. EnM. Killen , & J. G. Smetana (Eds.), Handbook of moral development (2nd ed., pp. 23-45). New York, NY: Psychology Press .Stevens, G., Deuling, J., & Armenakis, A. (2012). Successful psychopaths: Are they unethical decision-makers and why? Journal of Business Ethics, 105, 139-149. doi: http://dx.doi.org/10.1007/s10551-011-0963-1.Tangney, J. P., Stuewig, J., & Mashek, D. J. (2007). Moral emotions and moral behavior. Annual Review of Psychology, 58, 345-372. doi: http://dx.doi.org/10.1146/annurev.psych.56.091103.070145.Thornberg, R., & Jungert, T. (2014). School bullying and the mechanisms of moral disengagement. Aggressive Behavior, 40, 2, 99-108. doi: http://dx.doi.org/10.1002/ab.21509.Thornberg, R., Pozzoli, T., Gini, G., & Jungert, T. (2015). Unique and interactive effects of moral emotions and moral disengagement on bullying and defending among school children. The Elementary School Journal, 116, 322-337. doi: http://dx.doi.org/10.1086/683985.Valdebenito, S., Ttofi, M., & Eisner, M. (2015). Prevalence rates of drug use among school bullies and victims: A systematic review and meta-analysis of cross-sectional studies. Aggression and Violent Behavior, 23, 137-146. doi: http://dx.doi.org/10.1016/j.avb.2015.05.004.Valdés, A. A., Carlos, E. A., Wendlandt, T. R., & Ramírez, M. (2016). Propiedades psicométricas de una escala para medir el manejo de la vergüenza en adolescents (MOSS-SAST). Acta Colombiana de Psicología, 19, 13-23. doi: http://dx.doi.org/10.14718/ACP.2016.19.1.2.Valdés, A. A., Martínez, B., & Carlos, E. A. (2018). The role of teaching practices in the prevention of school violence among peers. Revista de Psicodidáctica, 23, 33-38. doi: http://dx.doi.org/10.1016/j.psicod.2017.05.006.Van Noorden, T. H., Haselager, G. J., Cillessen, A. H., & Bukowski, W. M. (2014). Dehumanization in children: The link with moral disengagement in bullying and victimization. Aggressive Behavior, 40, 320-328. doi: http://dx.doi.org/10.1002/ab.215 22.Volk, A. A., Dane, A. V., & Marini, Z. A. (2014). What is bullying? A theoretical redefinition. Developmental Review, 34, 327-343. doi: http://dx.doi.org/10.1016/j.dr.2014.09.001.Vossen, H. G. M., Piotrowski, J. T., & Valkenburg, P. M. (2015). Development of the Adolescent Measure of Empathy and Sympathy (AMES). Personality and Individual Differences, 74, 66-71. doi: http://dx.doi.org/10.1016/j.paid.2014.09.040.Wang, C., Ryoo, J., Swearer, S., Turner, R., & Goldberg, T. (2017). Longitudinal relationships between bullying and moral disengagement among adolescents. Journal of Youth and Adolescence, 46, 1304-1317. doi: http://dx.doi.org/10.1007/s10964-016-0577-0.Wang, X., Yang, L., Gao, L., Lei, L., & Wang, C. (2017). Childhood maltreatment and Chinese adolescents’ bullying and defending: The mediating role of moral disengagement. Child Abuse & Neglect, 69, 134-144. doi: http://dx.doi.org/10.1016/j.chiabu.2017.04.016.Wang, J., & Wang, X. (2012). Structural equation modeling. Applications using Mplus. Chichester, UK: Wiley.Derechos Reservados - Universidad Católica de Colombia, 2019info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2MEDICIÓNVALIDEZDESCONEXIÓN MORALEMOCIONES MORALESACOSO ESCOLARMEASUREMENTVALIDITYMORAL DISENGAGEMENTMORAL EMOTIONSBULLYINGMEDIÇÃOVALIDADEDESCONEXÃO MORALEMOÇÕES MORAISASSÉDIO ESCOLARPropiedades psicométricas de una escala para medir desconexión moral en niños mexicanosPsychometric Properties of a Scale Measuring Moral Disengagement in Mexican ChildrenPropriedades psicométricas de uma escala para medir desconexão moral em crianças mexicanasArtículo 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/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINAL1986-14639-3-PB.pdf1986-14639-3-PB.pdfArticulo principalapplication/pdf662553https://repository.ucatolica.edu.co/bitstreams/91e8086b-9abc-4fcb-acce-4a986a84f046/downloadf157538a3ecf9f7a27d5c78be4016d74MD511986-14640-3-PB.pdf1986-14640-3-PB.pdfArticulo principalapplication/pdf659556https://repository.ucatolica.edu.co/bitstreams/e1507dcb-8990-4a30-941b-98e2dfcee855/downloadc226b2a7abb5c58f8bb4e14ab30847f2MD52TEXT1986-14639-3-PB.pdf.txt1986-14639-3-PB.pdf.txtExtracted texttext/plain55839https://repository.ucatolica.edu.co/bitstreams/575f7293-9e70-4072-940f-e2c9028e4bf4/downloadc7c78f0485f98a82fa6467a5435f38f2MD531986-14640-3-PB.pdf.txt1986-14640-3-PB.pdf.txtExtracted texttext/plain53291https://repository.ucatolica.edu.co/bitstreams/b1e8a21d-849e-4500-ac39-25976ca24a67/downloadc5d3448fcc8746a4173087e304b74896MD55THUMBNAIL1986-14639-3-PB.pdf.jpg1986-14639-3-PB.pdf.jpgRIUCACimage/jpeg80801https://repository.ucatolica.edu.co/bitstreams/181feb29-bbcd-4ae7-bae3-21a2c59ef02d/download92bce289565eb54865ac82b573c44ad7MD541986-14640-3-PB.pdf.jpg1986-14640-3-PB.pdf.jpgRIUCACimage/jpeg81381https://repository.ucatolica.edu.co/bitstreams/08cc0af4-8d52-43a3-a544-23fab2a4fe72/downloadee0a60f917e2049f2573e8f214a65425MD5610983/23270oai:repository.ucatolica.edu.co:10983/232702023-03-24 16:38:49.882https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos Reservados - Universidad Católica de Colombia, 2019https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

Publicaciones similares