La influencia de la identidad étnica de los escolares más jóvenes que estudian en clases multinacionales en el logro del éxito social
Palabras clave:
Identidad étnica; clases multinacionales; éxito; éxito social; Logro motivacional.Resumen
La diversidad multicultural y polietnica de la población es una tendencia característica de la comunidad mundial. El ambiente polieténico de la escuela puede ser, por un lado, una base para la manifestación de tolerancia, interacción interétnica y, por otro lado, un alto grado de identidad étnica de los estudiantes puede causar conflictos interétnicos, hostilidad hacia los representantes. de una nacionalidad diferente. La identidad étnica se forma en el contexto de la socialización de la personalidad del menor escolar, que se caracteriza por el deseo de lograr el éxito y el reconocimiento social, la actividad social, lo que indica el éxito social. Aparecen varios tipos de contradicciones entre la identidad étnica y el logro del éxito social de los escolares más jóvenes en las clases multinacionales. El estudio examinó el impacto de la identidad étnica en el logro del éxito social de los escolares más jóvenes en las clases multinacionales. La muestra consistió en 236 niños de primaria de 8 a 9 años. En la muestra agregada de escolares más jóvenes que estudian en las clases multinacionales, en términos de indicadores positivos, los estudiantes socialmente exitosos se revelaron dos veces más que los socialmente no exitosos. El grupo de escolares socialmente fracasados ??estaba formado principalmente por alumnos con un alto nivel de identidad étnica. El análisis de correlación identificó relaciones positivas entre la identidad étnica y tales indicadores de éxito social como la propensión al conflicto, la aspiración de poder, la tendencia a la afiliación y las relaciones negativas entre el estado sociométrico y la cohesión. La alta identidad étnica de los escolares más jóvenes en las clases multinacionales no afecta la satisfacción con la vida escolar; Lograr el éxito en general aumenta la tendencia al reconocimiento y respeto grupal, pero al mismo tiempo impide el logro del estado sociométrico favorable y la cohesión en el aula, lo que aumenta la propensión al conflicto entre los compañeros de clase.
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Absatova, M, Ussenova ?., Kari?ev, A., Tashseva, A., & Karakulova, M. (2015). Structural and Substantive Characteristics of the Concept “Social Success”. Procedia - Social and Behavioral Sciences, 197, pp. 2425-2429.
Absatova, M., & Ordahanova, A., Duisenbayeva A. (2015). Social Success of Future Primary School Teachers in the Process of Professional Training. Mediterranean Journal of Social Sciences, 6, pp. 476-481.
Ahmad, Y., & Yusof, N. M. (2010). Ethnic Boundary among Students in Malaysian Primary Schools and Social Interaction: A Conceptual Framework. Procedia Social and Behavioral Sciences, 7, pp. 82-91.
Alperovich, V. (2015). Ideas of Personality about Enemy Influenced by Attitudes to Other People and Ethnic Identity. Procedia - Social and Behavioral Sciences, 214, pp. 839-844.
Aukrust, V.G., & Rydland, V. (2009). ‘Does it matter?’ Talking about ethnic diversity in preschool and first grade classrooms. Journal of Pragmatics, 41(8), pp. 1538-1556.
Becerra, S., Mansilla, J., Merino, M. E., &Rivera P. (2015). School Violence against Mapuche Indigenous Students in Chilean Secondary Schools. Procedia - Social and Behavioral Sciences, 197, pp. 1538-1543.
Boda, Z., & Néray, B. (2015). Inter-ethnic friendship and negative ties in secondary school. Social Networks, 43,pp. 57-72.
Braun, R., Braunová, M., Brummer, M., Dovec, O., & Hozáková, V. (2015). The Position of Students – Foreigners in Czech Primary Schools. Procedia - Social and Behavioral Sciences, 186, pp. 1122 - 1129.
Brown, C.S., & Chu, H. (2012). Discrimination, ethnic identity, and academic outcomes of Mexican immigrant children: The importance of school context. Child Development, 83(5), pp. 1477-1485.
Buchek, A.A. (2012). Ethnic consciousness of the personality in the space of the polyethnic world: a monograph. Petropavlovsk-Kamchatsk: Vitus Bering Kamchatsk State University Press, 2012.
Caroli, M.E.D., Falanga, R., & Sagone, E. (2013). Ethnic awareness, self-identification, and attitudes toward in group and outgroup in Italian, Chinese and African pupils. Procedia - Social and Behavioral Sciences, 93, pp. 444-4 48.
Cirik, I. (2014). Investigation of the Relations between Objectives of Turkish Primary School Curriculums and Multiculturalism. Procedia – Social and Behavioral Sciences, 116, pp. 74-76.
Coleman, D. (2015). Migrants and Migration in Europe. International Encyclopedia of the Social & Behavioral Sciences (Second Edition), pp. 376-388.
Contini, R.M. (2014). Interculturality and Social Bonds Formation: a Case Study on Immigrant and Native Preadolescents in Italy. Procedia - Social and Behavioral Sciences, 149, pp. 233-241.
CorenblumB., & Armstrong H.D. (2012). Racial-ethnic identity development in children in a racial-ethnic minority group. Canadian Journal of Behavioural Science, 44(2), pp. 124-137.
Damigella, D., Licciardello, O., & Bisicchia, O. (2014). What Kind of Contact is Needed to Promote Integration? A Study with Primary School Teachers. Procedia - Social and Behavioral Sciences, 141, pp. 1121-1126.
Demirba?, B.C., Çiçek, Z., Yi?itba?, Ç., Özkan, Ç.G., & Dinçer, A. (2017). The Relationship between Types of Bullying experienced by Primary School Students and Their Anxiety, State-Trait, Self-Esteem And Certain Socio-Demographic Characteristics. Procedia - Social and Behavioral Sciences, 237, pp. 398-404.
Fetiskin, N.P., Kozlov, V.V., and Manuylov, G.M. (2002). Socio-psychological diagnosis of the development of personality and small groups. Moscow: Institute of Psychotherapy Press, 2002.
Gartner, M., Kiang, L., & Supple, A. (2014). Prospective links between ethnic socialization, ethnic and American identity, and well-being among Asian American adolescents. Journal of Youth and Adolescence, 43, pp. 1715-1727.
Gilbukh, Yu.Z. (1989). Psychodiagnostics at school. Moscow: Znanie.
Hughes, D., Rodriguez J., Smith E.P., Johnson D.J., Stevenson H.C., & Spicer P. (2006). Parents' ethnic-racial socialization practices: A review of research and directions for future study. Developmental Psychology, 42, pp. 747-770.
Johnson, D.W.,& Johnson, R.T. (2015).Cooperation and Competition. International Encyclopedia of the Social & Behavioral Sciences (Second Edition), pp. 856-861.
Karabanova, O.A., & Bukhalenkova, D.A. (2016). Perception of Success in Adolescents. Procedia - Social and Behavioral Sciences, 233, pp. 13-17.
Kiefer, S.M., & Ryan, A.M. (2011). Students' perceptions of characteristics associated with social success: Changes during early adolescence. Journal of Applied Developmental Psychology, 32(4), pp. 218-226.
Light M.T. (2017). Re-examining the relationship between Latino immigration and racial/ethnic violence. Social Science Research, 2017, 65, pp. 222-239.
Logvinova, O.K. (2016). Socio-pedagogical approach to multicultural education at preschool. Procedia - Social and Behavioral Sciences, 2016, 233, pp. 206-210.
Machovcová, K. (2017).Czech elementary school teachers’ implicit expectations from migrant children. International Journal of Educational Development, 53, pp. 92-100.
Migliorini, L., Rania, N., & Cardinali, P. (2015). Intercultural learning context and acculturation strategies. Procedia - Social and Behavioral Sciences, 171, pp. 374-381.
Mohanty, J. Ethnic and racial socialization and self-esteem of Asian adoptees: The mediating role of multiple identities. Journal of Adolescence, 36, pp. 161-170.
Moon, S.S., Hegar, R.L., Page, J. (2009). TANF status, ethnicity, and early school success. Children and Youth Services Review,31(8), pp. 854-863.
Moreno, J.L. (2012). Sociometry, Experimental Method and the Science of Society: An Approach to a New Political Orientation. North-West Psychodrama Association.
Murry, V., Berkel, C., Brody, G.H., Miller, S.J., & Chen Y. (2009). Linking parental socialization to interpersonal protective processes, academic self-presentation, and expectations among rural African American youth. Cultural Diversity & Ethnic Minority Psychology, 15, pp. 1-10.
Omar, N., Che Noh, M. A., Hamzah, M. I., &Majid, L. A. (2015). Multicultural education practice in Malaysia. Procedia - Social and Behavioral Sciences, 174, pp. 1941-1948.
Phalet, K., Baysu, G., & Acker, K.V. (2015). Ethnicity and Migration in Europe. International Encyclopedia of the Social & Behavioral Sciences (Second Edition),pp. 142-147.
Rakhmatulin, R.Yu. (2013). About two psychological reasons of ethnic hostility. European Social Science Journal, 2013, 11-1 (38), 271-275.
Rock, P.F., Cole, D.J., Houshyar S., Lythcott, M., & Prinstein, M.J. (2011). Peer status in an ethnic context: Associations with African American adolescents' ethnic identity. Journal of Applied Developmental Psychology, 32(4), pp. 163-169.
Romanova O.L. (1994). Development of ethnic identity in children and adolescents: Candidate Thesis (Psychology), Moscow. Retrieved from: https://www.dissercat.com/content/razvitie-etnicheskoi-identichnosti-u-detei-i-podrostkov
Sakhiyeva, F., Berdibayeva, S., Shomanbayeva, A., & Kalkhojayeva, A. (2014). Ethnic identity as an ethnic identity aggregate value orientations. Procedia - Social and Behavioral Sciences, 114, pp. 415-419.
Schaeffer, M. (2013). Can competing diversity indices inform us about why ethnic diversity erodes social cohesion? A test of five diversity indices in Germany. Social Science Research, 42(3), pp. 755-774.
Stark, T.H., Mäs, M., & Flache, A. (2015). Liking and disliking minority-group classmates: Explaining the mixed findings for the influence of ethnic classroom composition on interethnic attitudes. Social Science Research, 50, pp. 164-176.
Stefanenko, T.G. (2009). Ethnic identity: from ethnology to social psychology. Bulletin of the Moscow University. Series 14. Psychology, 2, pp. 3-17.
Thijs, J., & Verkuyten, M. (2013). Multiculturalism in the classroom: Ethnic attitudes and classmates’ beliefs. International Journal of Intercultural Relations, 37(2), pp. 176-187.
Tolsma, J., Deurzen, I., Stark, T. H., & Veenstra, R. (2013). Who is bullying whom in ethnically diverse primary schools? Exploring links between bullying, ethnicity, and ethnic diversity in Dutch primary schools. Social Networks, 35(1), pp. 51-61.
Tugusheva, A.R. (2003). Features of the socially successful person in the vision of the youth. Problems of Social Psychology of the Personality. Saratov: Saratov University Press, 3, pp. 87-93.
Umaña-Taylor, A.J., O'Donnell, M., Knight, P. G., Roosa, M.W., Berkel, C., and Nair R. (2014). Mexican-origin early adolescents' ethnic socialization, ethnic identity, and psychosocial functioning. The Counseling Psychologist, 42, pp. 170-200.
Zbarauskait?, A., Grigutyt?, N., and Gailien?, D. (2015). Minority Ethnic Identity and Discrimination Experience in a Context of Social Transformations. Procedia - Social and Behavioral Sciences, 165, pp. 121-130.
Zbucki, ?. (2005). Formation of social success of schoolchildren by means of economic education. Candidate Thesis (Pedagogy): Yaroslavl: K.D. Ushinsky State Teacher Training University Press.
Absatova, M., & Ordahanova, A., Duisenbayeva A. (2015). Social Success of Future Primary School Teachers in the Process of Professional Training. Mediterranean Journal of Social Sciences, 6, pp. 476-481.
Ahmad, Y., & Yusof, N. M. (2010). Ethnic Boundary among Students in Malaysian Primary Schools and Social Interaction: A Conceptual Framework. Procedia Social and Behavioral Sciences, 7, pp. 82-91.
Alperovich, V. (2015). Ideas of Personality about Enemy Influenced by Attitudes to Other People and Ethnic Identity. Procedia - Social and Behavioral Sciences, 214, pp. 839-844.
Aukrust, V.G., & Rydland, V. (2009). ‘Does it matter?’ Talking about ethnic diversity in preschool and first grade classrooms. Journal of Pragmatics, 41(8), pp. 1538-1556.
Becerra, S., Mansilla, J., Merino, M. E., &Rivera P. (2015). School Violence against Mapuche Indigenous Students in Chilean Secondary Schools. Procedia - Social and Behavioral Sciences, 197, pp. 1538-1543.
Boda, Z., & Néray, B. (2015). Inter-ethnic friendship and negative ties in secondary school. Social Networks, 43,pp. 57-72.
Braun, R., Braunová, M., Brummer, M., Dovec, O., & Hozáková, V. (2015). The Position of Students – Foreigners in Czech Primary Schools. Procedia - Social and Behavioral Sciences, 186, pp. 1122 - 1129.
Brown, C.S., & Chu, H. (2012). Discrimination, ethnic identity, and academic outcomes of Mexican immigrant children: The importance of school context. Child Development, 83(5), pp. 1477-1485.
Buchek, A.A. (2012). Ethnic consciousness of the personality in the space of the polyethnic world: a monograph. Petropavlovsk-Kamchatsk: Vitus Bering Kamchatsk State University Press, 2012.
Caroli, M.E.D., Falanga, R., & Sagone, E. (2013). Ethnic awareness, self-identification, and attitudes toward in group and outgroup in Italian, Chinese and African pupils. Procedia - Social and Behavioral Sciences, 93, pp. 444-4 48.
Cirik, I. (2014). Investigation of the Relations between Objectives of Turkish Primary School Curriculums and Multiculturalism. Procedia – Social and Behavioral Sciences, 116, pp. 74-76.
Coleman, D. (2015). Migrants and Migration in Europe. International Encyclopedia of the Social & Behavioral Sciences (Second Edition), pp. 376-388.
Contini, R.M. (2014). Interculturality and Social Bonds Formation: a Case Study on Immigrant and Native Preadolescents in Italy. Procedia - Social and Behavioral Sciences, 149, pp. 233-241.
CorenblumB., & Armstrong H.D. (2012). Racial-ethnic identity development in children in a racial-ethnic minority group. Canadian Journal of Behavioural Science, 44(2), pp. 124-137.
Damigella, D., Licciardello, O., & Bisicchia, O. (2014). What Kind of Contact is Needed to Promote Integration? A Study with Primary School Teachers. Procedia - Social and Behavioral Sciences, 141, pp. 1121-1126.
Demirba?, B.C., Çiçek, Z., Yi?itba?, Ç., Özkan, Ç.G., & Dinçer, A. (2017). The Relationship between Types of Bullying experienced by Primary School Students and Their Anxiety, State-Trait, Self-Esteem And Certain Socio-Demographic Characteristics. Procedia - Social and Behavioral Sciences, 237, pp. 398-404.
Fetiskin, N.P., Kozlov, V.V., and Manuylov, G.M. (2002). Socio-psychological diagnosis of the development of personality and small groups. Moscow: Institute of Psychotherapy Press, 2002.
Gartner, M., Kiang, L., & Supple, A. (2014). Prospective links between ethnic socialization, ethnic and American identity, and well-being among Asian American adolescents. Journal of Youth and Adolescence, 43, pp. 1715-1727.
Gilbukh, Yu.Z. (1989). Psychodiagnostics at school. Moscow: Znanie.
Hughes, D., Rodriguez J., Smith E.P., Johnson D.J., Stevenson H.C., & Spicer P. (2006). Parents' ethnic-racial socialization practices: A review of research and directions for future study. Developmental Psychology, 42, pp. 747-770.
Johnson, D.W.,& Johnson, R.T. (2015).Cooperation and Competition. International Encyclopedia of the Social & Behavioral Sciences (Second Edition), pp. 856-861.
Karabanova, O.A., & Bukhalenkova, D.A. (2016). Perception of Success in Adolescents. Procedia - Social and Behavioral Sciences, 233, pp. 13-17.
Kiefer, S.M., & Ryan, A.M. (2011). Students' perceptions of characteristics associated with social success: Changes during early adolescence. Journal of Applied Developmental Psychology, 32(4), pp. 218-226.
Light M.T. (2017). Re-examining the relationship between Latino immigration and racial/ethnic violence. Social Science Research, 2017, 65, pp. 222-239.
Logvinova, O.K. (2016). Socio-pedagogical approach to multicultural education at preschool. Procedia - Social and Behavioral Sciences, 2016, 233, pp. 206-210.
Machovcová, K. (2017).Czech elementary school teachers’ implicit expectations from migrant children. International Journal of Educational Development, 53, pp. 92-100.
Migliorini, L., Rania, N., & Cardinali, P. (2015). Intercultural learning context and acculturation strategies. Procedia - Social and Behavioral Sciences, 171, pp. 374-381.
Mohanty, J. Ethnic and racial socialization and self-esteem of Asian adoptees: The mediating role of multiple identities. Journal of Adolescence, 36, pp. 161-170.
Moon, S.S., Hegar, R.L., Page, J. (2009). TANF status, ethnicity, and early school success. Children and Youth Services Review,31(8), pp. 854-863.
Moreno, J.L. (2012). Sociometry, Experimental Method and the Science of Society: An Approach to a New Political Orientation. North-West Psychodrama Association.
Murry, V., Berkel, C., Brody, G.H., Miller, S.J., & Chen Y. (2009). Linking parental socialization to interpersonal protective processes, academic self-presentation, and expectations among rural African American youth. Cultural Diversity & Ethnic Minority Psychology, 15, pp. 1-10.
Omar, N., Che Noh, M. A., Hamzah, M. I., &Majid, L. A. (2015). Multicultural education practice in Malaysia. Procedia - Social and Behavioral Sciences, 174, pp. 1941-1948.
Phalet, K., Baysu, G., & Acker, K.V. (2015). Ethnicity and Migration in Europe. International Encyclopedia of the Social & Behavioral Sciences (Second Edition),pp. 142-147.
Rakhmatulin, R.Yu. (2013). About two psychological reasons of ethnic hostility. European Social Science Journal, 2013, 11-1 (38), 271-275.
Rock, P.F., Cole, D.J., Houshyar S., Lythcott, M., & Prinstein, M.J. (2011). Peer status in an ethnic context: Associations with African American adolescents' ethnic identity. Journal of Applied Developmental Psychology, 32(4), pp. 163-169.
Romanova O.L. (1994). Development of ethnic identity in children and adolescents: Candidate Thesis (Psychology), Moscow. Retrieved from: https://www.dissercat.com/content/razvitie-etnicheskoi-identichnosti-u-detei-i-podrostkov
Sakhiyeva, F., Berdibayeva, S., Shomanbayeva, A., & Kalkhojayeva, A. (2014). Ethnic identity as an ethnic identity aggregate value orientations. Procedia - Social and Behavioral Sciences, 114, pp. 415-419.
Schaeffer, M. (2013). Can competing diversity indices inform us about why ethnic diversity erodes social cohesion? A test of five diversity indices in Germany. Social Science Research, 42(3), pp. 755-774.
Stark, T.H., Mäs, M., & Flache, A. (2015). Liking and disliking minority-group classmates: Explaining the mixed findings for the influence of ethnic classroom composition on interethnic attitudes. Social Science Research, 50, pp. 164-176.
Stefanenko, T.G. (2009). Ethnic identity: from ethnology to social psychology. Bulletin of the Moscow University. Series 14. Psychology, 2, pp. 3-17.
Thijs, J., & Verkuyten, M. (2013). Multiculturalism in the classroom: Ethnic attitudes and classmates’ beliefs. International Journal of Intercultural Relations, 37(2), pp. 176-187.
Tolsma, J., Deurzen, I., Stark, T. H., & Veenstra, R. (2013). Who is bullying whom in ethnically diverse primary schools? Exploring links between bullying, ethnicity, and ethnic diversity in Dutch primary schools. Social Networks, 35(1), pp. 51-61.
Tugusheva, A.R. (2003). Features of the socially successful person in the vision of the youth. Problems of Social Psychology of the Personality. Saratov: Saratov University Press, 3, pp. 87-93.
Umaña-Taylor, A.J., O'Donnell, M., Knight, P. G., Roosa, M.W., Berkel, C., and Nair R. (2014). Mexican-origin early adolescents' ethnic socialization, ethnic identity, and psychosocial functioning. The Counseling Psychologist, 42, pp. 170-200.
Zbarauskait?, A., Grigutyt?, N., and Gailien?, D. (2015). Minority Ethnic Identity and Discrimination Experience in a Context of Social Transformations. Procedia - Social and Behavioral Sciences, 165, pp. 121-130.
Zbucki, ?. (2005). Formation of social success of schoolchildren by means of economic education. Candidate Thesis (Pedagogy): Yaroslavl: K.D. Ushinsky State Teacher Training University Press.
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2019-09-26
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Pronina, A. N., Sushkova, I. V., & Gerasimova, E. N. (2019). La influencia de la identidad étnica de los escolares más jóvenes que estudian en clases multinacionales en el logro del éxito social. Amazonia Investiga, 8(22), 76–88. Recuperado a partir de https://amazoniainvestiga.info/index.php/amazonia/article/view/30
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