Is School Adjustment Related to Environmental Empathy and Connectedness to Nature?

Referencias bibliográficas

• Abietar-López, M., Navas-Saurín, A. A., Marhuenda-Fluixa, F., & SalvaMut, F. (2017). Subjectivity construction in school failure paths. Transition pathways provided for labour insertion for adolescents at risk. Psychosocial Intervention, 26, 39-45. https://doi.org/10.1016/j. psi.2016.07.002
• Albelda, J., & Sgaramella, C. (2015). Empathy and sustainability. Empathic ability and environmental awareness in contemporary ecological art practices. Ecozona: European Journal of Literature, Culture and Environment, 6, 10-25.
• Amérigo, M., García, J. A., & Sánchez, T. (2013). Attitudes and behavior towards natural environment. Environmental health and psychological well-being. Universitas Psychologica, 12, 845-856. https://doi. org/10.11144/Javeriana. UPSY12-3.acma
• Arnocky, S., & Stroink, M. (2010). Gender differences in environmentalism: The mediating role of emotional empathy. Current Research in Social Psychology, 16, 1-14.
• Baez, S., Flichtentrei, D., Prats, M., Mastyueno, R., García, A. M., Cetkovich, M., & Ibáñez, A. (2017). Men, women… who cares? A populationbased study on sex differences and gender roles in empathy and moral cognition. PloS one, 12(6). https://doi.org/10.1371/journal. pone.0179336
• Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211-229. https://doi.org/10.1016/j.jsp.2006.02.002
• Bentler, P. M. (2006). EQS 6 structural equations program manual. University of Encino, California.
• Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61-79. https://doi.org/10.1016/S0022-4405(96)00029-5
• Buelga, S. Cava, M. J., & Musitu, G. (2012). Social reputation, psychosocial adjustment and adolescent peer victimization at the school context. Anales de Psicologia, 28, 180-187.
• Cantú-Martínez, P. C. (2014). Environmental education and school as an educational space to promote sustainability. Educare Electronic Journal, 18, 39-52.
• Cava, M., Povedano, A., Buelga, S., & Musitu, G. (2015). Psychometric analysis of the Scale of Teacher’s Perception of School Adjustment (PROF-A). Psychosocial Intervention, 24, 63-69. https://doi.org/10.1016/j. psi.2015.04.001
• Cheng, J. C. H., & Monroe, M. C. (2012). Connection to nature: Children’s affective attitude toward nature. Environment and Behavior, 44, 31-49. https://doi.org/10.1177/0013916510385082
• Clayton, S., & Opotow, S. (2003). Identity and the natural environment. Cambridge, MA: MIT Press.
• Cooper, K. S. (2014). Eliciting engagement in the high school classroom. A mixed-methods examination of teaching practices. American Educational Research Journal, 51, 363-402. https://doi. org/10.3102/0002831213507973
• Corraliza, J. A., Berenguer, J., & Martín, R. (2006). Medio ambiente, bienestar humano y responsabilidad ecológica. San Cristobal de la Laguna, España: Editorial Resma.
• Crespo-Ramos, S., Romero-Abrio, A., Martínez-Ferrer, B., & Musitu, G. (2017). Psychosocial variables and overt school violence among adolescents. Psychosocial Intervention, 26, 125-130. https://doi. org/10.1016/j.psi.2017.05.002 1132-0559
• Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44, 113-126. https://doi.org/10.1037/0022-3514.44.1.113
• Davis, M. H., Hull, J. G., Young, R. D., & Warren, G. G. (1987). Emotional reactions to dramatic film stimuli: The influence of cognitive and emotional empathy. Journal of Personality and Social Psychology, 52, 126-133. https://doi.org/10.1037/0022-3514.52.1.126
• Dewey, J. (1944). Democracy and education: An introduction to the philosophy of education. Prakashan, India: Prabhat.
• Dove, M. K., Zorotovich, J., & Gregg, K. (2018). School community connectedness and family participation at school. World Journal of Education, 8, 49. https://doi.org/10.5430/wje.v8n1p49
• Estévez, E., Musitu, G., & Herrero, J. (2005). The role of family communication and school adjustment on adolescent mental health. Salud Mental, 28, 81-89.
• Eugenio, M., & Aragón, L. (2017). Educative experiences in relation to agroecology at contemporary Spanish higher education: Introducing red universidades cultivadas (RUC). Agroecologia, 11, 31-39.
• Ewing, A. (2016). Teacher-child relationship quality and children’s school outcomes: Exploring gender differences across elementary school grades by in the graduate college. University of Arizona, Arizona.
• Ewing, A., & Taylor, A. R. (2009). The role of child gender and ethnicity in teacher-child relationship quality and children’s behavioural adjustment in preschool. Early Childhood Research Quarterly, 24, 92105. https://doi.org/10.1016/j.ecresq.2008.09.002
• Farley, J. P., & Kim-Spoon, J. (2017). Parenting and adolescent self-regulation mediate between family socioeconomic status and adolescent adjustment. The Journal of Early Adolescence, 37, 502-524. https://doi. org/10.1177/0272431615611253
• Fuentes, M. C., Alarcón, A., Gracia, E., & García, F. (2015). School adjustment among Spanish adolescents: Influence of parental socialization. Cultura y Educacion, 27, 1-32. https://doi.org/10.1080/11356405.2015 .1006847
• García, F. J., Carrero, V. E., Marande, G., & Musitu, G. (2017). Understanding rejection between first-and-second-grade elementary students through reasons expressed by rejecters. Frontiers in Psychology, 8, 462. https://doi.org/10.3389/fpsyg.2017.00462
• García, O. F., López-Fernández, O., & Serra, E. (2018). Raising Spanish children with an antisocial tendency: Do we know what the optimal parenting style is? Journal of Interpersonal Violence. https://doi. org/10.1177/0886260518818426
• García, O. F., Serra, E., Zacarés, J. J., & García, F. (2018). Parenting styles and shortand long term socialization outcomes: A study among Spanish adolescents and older adults. Psychosocial Intervention, 27, 153-161. https://doi.org/10.5093/pi2018a21
• George, N., Shanbhag, D. N., George, M., Shaju, A. C., Johnson, R. C., Mathew, P. T., … Goud, R. (2017). A study of emotional intelligence and perceived parenting styles among adolescents in a rural area in Karnataka. Journal of family medicine and primary care, 6, 848. https://doi.org/10.4103/ jfmpc.jfmpc_100_17
• Gracia, E., Fuentes, M. C., García, F., & Lila, M. (2012). Perceived neighborhood violence, parenting styles, and developmental outcomes among Spanish adolescents. Journal of Community Psychology, 40, 1004-1021. https://doi.org/10.1002/jcop.21512
• Gracia, E., García, F., & Musitu, G. (1995). Macrosocial determinants of social integration: Social class and area effect. Journal of Community and Applied Social Psychology, 5, 105-119. https://doi.org/10.1002/ casp.2450050204
• Gracia, E., Lila, M., & Musitu, G. (2005). Parental rejection and psychosocial adjustment of children. Salud Mental, 28, 73-81.
• Hair, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A Primer on partial least squares structural equation modelling (PLS-SEM). Thousand Oaks, CA: Sage Publications.
• Hamre, B. K., & Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625-638. https://doi.org/10.1111/1467-8624.00301
• Harrison, L. J., Clarke, L., & Ungerer, J. A. (2007). Children’s drawings provide a new perspective on teacher–child relationship quality and school adjustment. Early Childhood Research Quarterly, 22, 55-71. https://doi. org/10.1016/j.ecresq.2006.10.003
• Hawkins, R. D., & Williams, J. M. (2017). Childhood attachment to pets: Associations between pet attachment, attitudes to animals, compassion, and humane behaviour. International Journal of Environmental Research and Public Health, 14, 1-16. https://doi. org/10.3390/ijerph14050490
• Hoot, R. E., & Friedman, H. (2011). Connectedness and environmental behavior: Sense of interconnectedness and pro-environmental behavior. International Journal of Transpersonal Studies, 30, 10.
• Jacobi-Vessels, J. L. (2013). Discovering nature: The benefits of teaching outside of the classroom. Dimensions of Early Childhood, 41, 4-10.
• Jiménez, T. I., Musitu, G., Ramos, M. J., & Murgui, S. (2009). Community involvement and victimization at school: An analysis through family, personal and social adjustment. Journal of Community Psychology, 37, 959-974. https://doi.org/10.1002/jcop.20342
• Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72, 15791601. https://doi.org/10.1111/1467-8624.00366
• Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer adversity in the development of children’s psychological adjustment problems. Child Development, 74, 1325-1348. https://doi.org/10.1111/1467-8624.00611
• Lam, S.-F., Jimerson, S., Kikas, E., Cefai, C., Veiga, F. H., Nelson, B., … Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology, 50, 77-94. https://doi. org/10.1016/j.jsp.2011.07.004
• Lamote, C., Speybroeck, S., Van Den Noortgate, W., & Van Damme, J. (2013). Different pathways towards dropout: The role of engagement in early school leaving. Oxford Review of Education, 39, 739-760. https://doi.or g/10.1080/03054985.2013.854202
• Largo-Wight, E., Guardino, C., Wludyka, P. S., Hall, K. W., Wight, J. T., & Merten, J. W. (2018). Nature contact at school: The impact of an outdoor classroom on children’s well-being. International Journal of Environmental Health Research, 28, 653-666. https://doi.org/10.1080 /09603123.2018.1502415
• Lila, M., & Gracia, E. (2005). Determinants of parental acceptance-rejection. Psicothema, 17, 107-111.
• Louv, R. (2008). Last child in the woods: Saving our children from naturedeficit disorder. Chapel Hill, NC: Algonquin books.
• Luchs, M. G., & Mooradian, T. A. (2012). Sex, personality, and sustainable consumer behaviour: Elucidating the gender effect. Journal of Consumer Policy, 35, 127-144. https://doi.org/10.1007/s10603-011-9179-0
• Martín, C., & Czellar, S. (2016). The extended inclusion of nature in self scale. Journal of Environmental Psychology, 47, 181-194. https://doi. org/10.1016/j.jenvp.2016.05.006
• Martínez, I., Cruise, E., García, O. F., & Murgui, S. (2017). English validation of the Parental Socialization Scale ESPA29. Frontiers in Psychology, 8, 1-10. https://doi.org/10.3389/fpsyg.2017.00865
• Martínez, I., Murgui, S., García, O. F., & García, F. (2019). Parenting in the digital era: Protective and risk parenting styles for traditional bullying and cyberbullying victimization. Computers in Human Behavior, 90, 84-92. https://doi.org/10.1016/j.chb.2018.08.036
• Matas-Terrón, A., & Elosegui-Byera, E. (2012). Psychometric properties of the Connectedness to Nature Scale tested on a sample of university students. Psyecology, 3, 41-51. https://doi.org/10.1174/217119712799240279
• Mavroveli, S., Petrides, K. V., Rieffe, C., & Bakker, F. (2007). Trait emotional intelligence, psychological well-being and peer-rated social competence in adolescence. British Journal of Developmental Psychology, 25, 263-275. https://doi.org/10.1348/026151006X118577
• Mayer, F. S., & Frantz, C. M. (2004). The Connectedness to Nature Scale: A measure of individuals’ feeling in community with nature. Journal of Environmental Psychology, 24, 503-515. https://doi.org/10.1016/j. jenvp.2004.10.001
• McCormick, M. P., & O’Connor, E. E. (2015). Teacher–child relationship quality and academic achievement in elementary school: Does gender matter? Journal of Educational Psychology, 107, 502-516. https://doi. org/10.1037/a0037457
• Milfont, T. L., & Sibley, C. G. (2016). Empathic and social dominance orientations help explain gender differences in environmentalism: A one-year Bayesian mediation analysis. Personality and Individual Differences, 90, 85-88. https://doi.org/10.1016/j.paid.2015.10.044
• Murgui, S., García, C., García, Á., & García, F. (2012). Self-concept in young dancers and nonpractitioners: Confirmatory factor analysis of the AF5 scale. Revista de Psicología del Deporte, 21, 263-269.
• Musitu, G., & Callejas, J. E. (2017). Family stress model in adolescence: MEFAD. International Journal of Developmental and Educational Psychology, 1, 11-19. https://doi.org/10.17060/ijodaep.2017.n1.v1.894
• Mustapa, N. D., Maliki, N. Z., Aziz, N. F., & Hamzah, A. (2016). A review of the underlying constructs of connectedness to capture among children. 1st International Conference on Humanities, Social Sciences and Environment (pp. 1-9).
• Olivos, P., Aragonés, J. I., & Amérigo, M. (2011). The Connectedness to Nature Scale and its relationship with environmental beliefs and identity. International Journal of Hispanic Psychology, 4, 5-19.
• Olivos-Jara, P., & Aragonés, J. I. (2014). Environment, self and connectedness with nature. Revista Mexicana de Psicologia, 31, 71-77.
• Palavecinos, M., Amérigo, M., Ulloa, J. B., & Muñoz, J. (2016). Environmental concern and ecological responsible behavior in university students: A comparative analysis between Chilean and Spanish students. Psychosocial Intervention, 25, 143-148. https://doi.org/10.1016/j. psi.2016.01.001
• Pérez, J. F. G., Navarro, D. F., & Llobell, J. P. (1999). Statistical power of Solomon design. Psicothema, 11, 431-436.
• Perkins, H. E. (2010). Measuring love and care for nature. Journal of Environmental Psychology, 30, 455-463. https://doi.org/10.1016/j. jenvp.2010.05.004
• Pfattheicher, S., Sassenrath, C., & Schindler, S. (2016). Feelings for the suffering of others and the environment: Compassion fosters proenvironmental tendencies. Environment and Behavior, 48, 929945. https://doi.org/ 10.1177/0013916515574549
• Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. https://doi. org/10.1037/10314-000
• Pianta, R. C., & Steinberg, M. (1992). Teacher-child relationships and the process of adjusting to school. New Directions for Child and Adolescent Development, 1992, 61-80. https://doi.org/10.1002/cd.23219925706
• Quaglia, R., Gastaldi, F. G. M., Prino, L. E., Pasta, T., & Longobardi, C. (2013). The pupil-teacher relationship and gender differences in primary school. The Open Psychology Journal, 6, 69-75. https://doi.org/ 10.2174/1874350101306010069
• Restall, B., & Conrad, E. (2015). A literature review of connectedness to nature and its potential for environmental management. Journal of Environmental Management, 159, 264-278. https://doi.org/10.1016/j. jenvman.2015.05.022
• Richardson, M., & Sheffield, D. (2015). Reflective self-attention: A more stable predictor of connection to nature than mindful attention. Ecopsychology, 7, 166-175. https://doi.org/10.1089/eco.2015.0010
• Richmond, D., Sibthorp, J., Gookin, J., Annarella, S., & Ferri, S. (2018). Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference. Journal of Adventure Education and Outdoor Learning, 18, 36-52. https://doi.org/10.1080/14729679.2017.1324313
• Riquelme, M., García, O. F., & Serra, E. (2018). Psychosocial maladjustment in adolescence: Parental socialization, self-esteem, and substance use. Anales de Psicologia, 34, 536-544. https://doi.org/10.6018/ analesps.34.3.315201
• Rodrigo, M. J. (2016). Quality of implementation in evidence-based positive parenting programs in Spain: Introduction to the special issue. Psychosocial Intervention, 25, 63-68. https://doi.org/10.1016/j. psi.2016.02.004
• Rodríguez-Gutiérrez, E., Martín-Quintana, J. C., & Cruz-Sosa, M. (2016). “Living Adolescence in Family” parenting program: Adaptation and implementation in social and school contexts. Psychosocial Intervention, 25, 103-110. https://doi.org/10.1016/j.psi.2016.03.004
• Rudasill, K. M. (2011). Child temperament, teacher–child interactions and teacher–child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly, 26, 147–156. https:// doi.org/10.1016/j.ecresq.2010.07.002
• Rueckert, L., & Naybar, N. (2008). Gender differences in empathy: The role of the right hemisphere. Brain and Cognition, 67, 162-167. https://doi. org/10.1016/j.byc.2008.01.002
• Ruiz, F. B., & Romero, F. G. (2017). School adjustment and academic performance and its relation with motivation and self-concept. Analysis of differences in Chilean and Spanish samples. Revista de Orientacion Educacional, 31, 3-21.
• Runions, K. C. (2014). Does gender moderate the association between children’s behaviour and teacher-child relationship in the early years? Australian Journal of Guidance and Counselling, 2, 197-214. https:// doi.org/10.1017/jgc.2014.3
• Sánchez, M., & Breso, E. (2018). Inteligencia emocional para frenar el rechazo en las aulas. Agora de Salut, 5, 275-282. https://doi. org/10.6035/AgoraSalut.2018.5.30
• Sanmartín, M. G., Carbonell, A. E., & Baños, C. P. (2011). Relationships among empathy, prosocial behavior, aggressiveness, self-efficacy and pupils’ personal and social responsibility. Psicothema, 23, 13-19.
• Santoro, C., Martínez-Ferrer, B., Monreal-Gimeno, C., & Musitu, G. (2018). New directions for preventing dating violence in adolescence: The study of gender models. Frontiers in Pychology, 9, 946. https://doi. org/10.3389/fpsyg.2018.00946
• Saricam, S. (2016). Pre-adolescent concern for the natural environment according to gender. Indoor and Built Environment, 25, 262-268. https://doi.org/10.1177/1420326X14537282
• Schultz, P. W. (2000). New environmental theories: Empathizing with nature the effects of perspective taking on concern for environmental issues. Journal of Social Issues, 56, 391-406. https://doi.org/10.1111/00224537.00174
• Seo, J. Y. (2015). Gender differences in factors influencing the school adjustment by BMI. Journal of the Korean Data and Information Science Society, 26, 429-440. https://doi.org/10.7465/jkdi.2015.26.2.429
• Sevillano, V., Aragonés, J. I., & Schultz, P. W. (2007). Perspective taking, environmental concern, and the moderating role of dispositional empathy. Environment and Behavior, 39, 685-705. https://doi. org/10.1177/0013916506292334
• Sevillano, V., Corraliza, J. A., & Lorenzo, E. (2017). Spanish version of the Dispositional Empathy with Nature scale. Revista de Psicología Social, 32, 624-658. https://doi.org/10.1080/02134748.2017.1356548
• Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-based intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies, 15, 1289-1311. https://doi. org/10.1007/s10902-013-9476-1
• Silva, C. S., Gallegos, M. V., & Gutiérrez, R. D. (2009). Differences on the school performance by gender, associated to the family functioning of upper media students. Quaderns de Psicologia, 14, 17-23. https://doi. org/10.5565/rev/qpsicologia.1052
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston, MA: Allyn and Bacon/Pearson Education.
• Tam, K. P. (2013). Concepts and measures related to connection to nature: Similarities and differences. Journal of Environmental Psychology, 34, 64-78. https://doi.org/10.1016/j.jenvp.2013.01.004
• Tang, I. C., Sullivan, W. C., & Chang, C. Y. (2015). Perceptual evaluation of natural landscapes: The role of the individual connection to nature. Environment and Behavior, 47, 595-617. https://doi. org/10.1177/0013916513520604
• Tauber, P. G. (2012). An exploration of the relationships among connectedness to nature, quality of life, and mental health (undergraduate thesis). Utah State University.
• Valle, A., Regueiro, B., Nuñez, J. C., Piñeiro, I., Rodríguez, S., & Rosario, P. (2018). Academic achievement levels and homework involvement in Spanish students of secondary education. European Journal of Education and Psychology, 11, 19-31. https://doi.org/10.30552/ejep. v11i1.183
• Varela, J. J., Zimmerman, M. A., Ryan, A. M., Stoddard, S. A., Heinze, J. E., & Alfaro, J. (2018). Life satisfaction, school satisfaction, and school violence: A mediation analysis for Chilean adolescent victims and perpetrators. Child Indicators Research, 11, 487-505. https://doi. org/10.1007/s12187-016-9442-7
• Veiga, F. H., García, F., Reeve, J., Wentzel, K., & García, O. (2015). When adolescents with high self-concept lose their engagement in school. Revista de Psicodidactica, 20, 305-320. https://doi.org/10.1387/ RevPsicodidact.12671
• Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877-895. https:// doi.org/10.1111/j.1467-8624.2012.01745.x
• Xiao, C., & McCright, A. M. (2015). Gender differences in environmental concern: Revisiting the institutional trust hypothesis in the USA. Environment and Behavior, 47, 17-37. https://doi. org/10.1177/0013916513491571
• Yaman, M., Abdullah, F., Rozali, N. F., & Salim, F. (2018). The relevancy of outdoor classroom for PBL approach in selected university in Kuala Lumpur. Planning Malaysia Journal, 16. https://doi.org/10.21837/ pmjournal.v16.i6.473