Tipos de personalidad, agresión y conducta antisocial en adolescentes

  1. Consuelo Morán
  2. José A. Carmona
  3. José Fínez
Zeitschrift:
Psychology, Society & Education

ISSN: 1989-709X 2171-2085

Datum der Publikation: 2016

Ausgabe: 8

Nummer: 1

Art: Artikel

DOI: 10.25115/PSYE.V8I1.548 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: Psychology, Society & Education

Zusammenfassung

Based on the Junior Eysenck’s Personality Questionnaire (EPQ-J), the types of personality and its relationship with aggressiveness and the antisocial behavior is analyzed in a student’s sample (N = 1416) with ages between 11 y 15 years old (average age = 13,32; SD= 1,22). Cluster analysis using the reduced version (Bryant y Smith (2001) of the Aggression Questionnaire(AQ)(Buss y Perry, 1992) revealed three personality types that were related to Eysenck’s hypothesis of antisocial behavior and the level of aggressiveness. The under controlled profile confirmed the Eysenck’s hypothesis of antisocial behavior in early adolescence, and was also found to be the most aggressive prototype. The under controlled and over controlled types were implicated in bullying, but in different ways. Furthermore, the resilient people were found to have an adaptive profile combined with the best academic achievement. Gender differences were also found in personality dimensions and aggression. The importance of aggression among young adolescents and the necessity of further research on this topic are emphasized.

Bibliographische Referenzen

  • Anderson, C. A. y Bushman, B. J. (2002). Human aggression. Annual Review of Psychology, 53, 27-51.
  • Asendorpf, J. B. (2006). Typeness of personality profiles: A continuous person-centred approach to personality data. European Journal of Personality, 20, 83-106.
  • Barrett, P. T., Petrides, K. V., Eysenck, S. B. G. y Eysenck, H. J. (1998). The Eysenck Personality Questionnaire: an examination of the factorial similarity of P, E, N, and L across 34 countries. Personality and Individual Differences, 25, 805-819.
  • Bettencourt, B. A., Talley, A., Benjamin, A. J. y Valentine, J. (2006). Personality and aggressive behavior under provoking and neutral conditions: A meta-analytic review. Psychological Bulletin, 132(5), 751-777.
  • Block, J. H. y Block, J. (1980). The role of ego-control and ego-resiliency in the organization of behavior. En W. A. Collins (Ed.), Development of cognition, affect, and social relations: The Minnesota symposia on child psychology (Vol. 13, pp. 39-101). Hillsdale, NJ: Erlbaum.
  • Block, J., Block, J. H. y Keyes, S. (1988). Longitudinally foretelling drug usage in adolescence: Early childhood personality and environmental precursors.Child Development, 59, 336- 355.
  • Bryant, F. B. y Smith, B. D. (2001). Refining the architecture of aggression: a measurement model for the Buss-Perry Aggression Questionnaire. Journal of Research on Personality, 35, 138-167.
  • Buss, A. H. (1961).The psychology of aggression.Nueva York: Wiley. Buss, A. H. y Perry, M. P. (1992). The aggression questionnaire. Journal of Personality and Social Psychology, 63, 452-459.
  • Center, D., Jackson, N. y Kemp, D. (2005). A test of Eysenck’s antisocial behavior hypothesis employing 11-15-year-old students dichotomous for PEN and L. Personality and Individual Differences, 38, 395-402.
  • Connolly, I. y O’Moore, M. (2003). Personality and family relations of children who bully. Personality and Individual Differences, 35, 559-567.
  • Crick, N. R. y Dodge, K. A. (1996). Social information-processing mechanisms in reactive and proactive aggression. Child Development, 67, 993-1002.
  • Dahlen, E. R., Czar, K. A., Prather, E. y Dyess, C. (2013). Relational aggression and victimization in college students. Journal of College Student Development, 54, 140-154.
  • Dodge, K. A. y Coie, J. D. (1987). Social-information-processing factors in reactive and proactive aggression in children`s peer groups. Journal of Personality and Social Psychology, 53, 1146-1158.
  • Egan, V.(2009). The “Big Five”: Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness as an organization scheme for thinking about aggression and violence. En M. McMurran y R. Howards (Eds.), Personality, personality disorder, and risk of violence: An evidence-based approach (pp. 63-84). Chichester, UK: John Wiley y Sons.
  • Eklund, J. M., Liljeberg, J. F. y Klinteberg, B. af (2011). Delinquent behavior patterns in adolescence: Development and associated personality traits. Personality and Mental Health, 5, 169-185.
  • Eysenck, H. J. (1992). A reply to Costa and McCrae.P or A, and C – the role of theory.Personality and Individual Differences, 13, 867-868.
  • Eysenck, H. J. (1997). Personality and the biosocial model of anti-social and criminal behavior. En A. Raine, P. Brennan, D. Farrington y S. Mednick (Eds.). Biosocial bases of violence (pp. 21-37). Nueva York: Plenum.
  • Eysenck, H. J. y Eysenck, M. W. (1985). Personality and individual differences.Nueva York: Plenum.
  • Eysenck, H. J. y Eysenck, S. B. G. (1998). EPQ A y J. Cuestionario de Personalidad para Niños y Adultos. Madrid: TEA Ediciones.
  • Eysenck, S. B. G., Eysenck, H. J. y Barrett, P. (1985). A revised version of the Psychoticism scale. Personality and Individual Differences, 6, 21-29.
  • Fossati, A., Borroni, S. y Maffei, C. (2012). Bullying as a style of personal relating: Personality characteristics and interpersonal aspects of self-reports of bullying behaviors among Italian high school students. Personality and Mental Health, 6, 325-339.
  • Flores-Mendoza, C., Widaman, K., Mansur-Alves, M., Bacelar, T. D. y Saldanha, R. (2013). Psychoticism and disruptive behavior can be also good predictors of school achievement. The Spanish Journal of Psychology, 16 (January).
  • Griffin, R. S. y Gross, A. M. (2004). Childhood bullying: Current empirical findings and future directions for research. Aggression and Violent Behavior, 9, 379-400.
  • Grumm, M. y von Collani, G. (2009). Personality types and self-reported aggressiveness. Personality and Individual Differences, 47, 845-850.
  • Klimstra, T. A., Hale III, W. W., Raaijmakers, Q. A. V., Branje, S. J. T. y Meeus, W. H. J. (2010). A developmental typology of adolescent personality. European Journal of Personality, 24, 309-323.
  • López, C. y López, J. R. (2003). Rasgos de personalidad y conducta antisocial y delictiva. Psicopatología Clínica Legal y Forense, 3, 5-19.
  • Mc Guckin, C., Cummins, P. K. y Lewis, C. A. (2009). Bully/victim problems in Northern Ireland’s schools: data from the 2003 young persons’ behaviour and attitude survey. Adolescence, 44, 347-358.
  • Mendoza, B., Morales, T. y Arriaga, Y. (2015). Variables proximales relacionados con violencia escolar y bullying en alumnado de bachillerato. Psychology, Society & Education, 7, 185-200.
  • Ojanen, T., Findley, D. y Fuller, S. (2012). Physical and relational aggression in early adolescence: Associations with narcissism, temperament, and social goals. Aggressive Behavior, 38(2), 99-107.
  • Ortega, R., Elipe, P. y Calmaestra, J. (2009). Emociones y agresores y víctimas de cyberbullying: Un estudio preliminar en estudiantes de secundaria. Ansiedad y Estrés, 15(2-3), 151-165.
  • Poropat, A. E. (2011). The Eysenckian personality factors and their correlations with academic performance. British Journal of Educational Psychology, 81(1), 41-58.
  • Ramírez, M. Díaz, F. y López, R. (2015). Maltrato entre escolares: Diagnóstico en estudiantes de nivel secundaria en la ciudad de Méjico. Psychology, Society & Education, 7, 169- 184.
  • Robins, S. W., John, O., Caspi, A., Moffit, A. y Stouthamer-Loeber, M. (1996). Resilient, overcontrolled, and undercontrolled boys: Three replicable personality types. Journal of Personality and Social Psychology, 70, 157-171.
  • Roseth, C. J., Johnson, D. W. y Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134, 223-246.
  • Sánchez, V., Ortega, R. y Menesini, E. (2012). La competencia emocional de agresores y víctimas de bullying. Anales de Psicología, 28, 71-82.
  • Scholte, R. H. J. y De Bruyn, E. E. J. (2001). The Revised Junior Eysenck Personality Questionnaire (JEPQ-R): Dutch replications of the full-length, short, and abbreviated forms. Personality and Individual Differences, 31, 615-625.
  • Tackett, J. L., Daoud, S. L. S. B, De Bolle, M. y Burt, S. A. (2013). Is relational aggression part of the externalizing spectrum? A bifactor model of youth antisocial behavior. Aggressive Behavior, 39(2), 149-159.
  • Viding, E., Fontaine, N. M. y McCrory, E. J. (2012). Antisocial behavior in children with and without callous-unemotional traits. Journal of the Royal Society of Medicine, 105(5), 195-200.
  • Viding, E., Sinmonds, E., Petrides, K. y Frederickson, N. (2009). The contribution of callousunemotional traits and conduct problems to bullying in early adolescence. Journal of Child Psychology and Psychiatry, 50(4), 471-481.