Orientación sexual, autoestima y rendimiento académico en la adolescencia

  1. Alicia Pérez-Albéniz 1
  2. Beatriz Lucas-Molina 2
  3. Andrea Gutiérrez García 1
  4. Cristina Elvira-Rey 1
  5. Javier Ortuño-Sierra 1
  6. Adriana Díez Gómez 1
  7. Eduardo Fonseca Pedrero 1
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revue:
Revista de educación

ISSN: 0034-8082

Année de publication: 2023

Número: 399

Pages: 79-103

Type: Article

DOI: 10.4438/1988-592X-RE-2023-399-562 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Revista de educación

Résumé

A pesar de los cambios sociales producidos en los últimos años, la evidencia pone de manifiesto que la pertenencia a colectivos de minorías sexuales se asocia a desigualdades, discriminaciones y a un estigma que ubica a las personas en situación de vulnerabilidad. Esta vulnerabilidad psicosocial puede tener un impacto especialmente negativo en la adolescencia. En concreto, la evidencia científica ha mostrado una clara relación entre la orientación sexual no heterosexual y la presencia de dificultades en el ámbito de la salud mental. Asociado a este hecho, algunos estudios han indicado también el impacto de la pertenencia a minorías sexuales sobre el rendimiento académico. Sin embargo, los estudios realizados hasta la fecha son escasos, especialmente en la etapa adolescente, donde el ámbito académico es crucial. El objetivo del presente estudio fue examinar, en una muestra representativa de adolescentes, si la pertenencia a un grupo minoritario de orientación sexual (homosexuales, bisexuales o questioning) estaba asociada con un peor rendimiento académico. Además, debido a la importancia de la autoestima sobre el rendimiento académico, se pretendía analizar si un adecuado nivel de autoestima podría moderar la relación entre ambas variables. El estudio se condujo con una muestra de 1.777 adolescentes (M=15,70 años; SD=1,26) seleccionados mediante un muestreo aleatorio estratificado por conglomerados. La orientación sexual fue evaluada por la atracción experimentada hacia otras personas. Como indicadores de rendimiento académico se usaron la nota media del curso anterior y el número de asignaturas suspensas en la evaluación anterior. Los resultados no mostraron un efecto principal significativo de la orientación sexual ni de su interacción con la autoestima sobre los indicadores de rendimiento académico utilizados. Los resultados contrastan con los obtenidos en estudios previos e indican que la pertenencia a minorías sexuales por orientación sexual no está asociado a dificultades a nivel académico.

Références bibliographiques

  • Aragon, S.R., Poteat, V.P., Espelage, D.L., & Koenig, B.W. (2014). The influence of peer victimization on educational outcomes for LGBTQ and non-LGBTQ high school students. Journal of LGBT Youth, 11(1), 1-19. https://doi.org/10.1080/19361653.2014.840761
  • Baiocco, R., Fontanesi, L., Santamaria, F., Ioverno, S., Marasco, B., Baumgartner, E., Willoughby, B., & Laghi, F. (2015). Negative parental responses to coming out and family functioning in a sample of lesbian and gay young adults. Journal of Child and Family Studies, 24(5), 1490-1500. https://doi.org/10.1007/s10826-014-9954-z
  • Birkett, M., Espelage, D. L., & Koenig, B. (2009). LGB and questioning students in schools: the moderating effects of homophobic bullying and school climate on negative outcomes. Journal of Youth and Adolescence, 38(7), 989–1000.
  • Birkett, M., Russell, S. T., & Corliss, H. L. (2014). Sexual-orientation disparities in school: the mediational role of indicators of victimization in achievement and truancy because of feeling unsafe. American Journal of Public Health, 104(6), 1124–1128. https://doi.org/10.2105/ AJPH.2013.301785
  • Bostwick, W. B., Meyer, I., Aranda, F., Russell, S., Hughes, T., Birkett, M., & Mustanski, B. (2014). Mental health and suicidality among racially/ ethnically diverse sexual minority youths. American Journal of Public Health, 104(6), 1129-1136. https://doi.org/10.2105/AJPH.2013.301749
  • Castillo, F. J. (2010). ¿Cómo perciben los jóvenes gais, lesbianas, bisexuales y transexuales el suicidio y, cuál es la conexión entre la identidad de género, la sexualidad y la conducta auto destructiva? Index de Enfermería, 19(4), 308-309.
  • Cid-Sillero, S., Pascual-Sagastizabal, E., & Martínez-de-Morentinca, J.I. (2020). Influencia de la autoestima y la atención en el rendimiento académico del alumnado de la ESO y FPB. Revista de Psicodidáctica. 25, 59–67. https://doi.org/10.1016/j.psicod.2019.06.001
  • Departamento de Educación de Massachusetts. (2020). Sexual Orientation and Gender Identity Among Massachusetts High School Students: Summary of LGBTQ Data in 2020 Annual Report. https://archives.lib. state.ma.us/handle/2452/800677
  • Díaz, C. E., Cogollo-Milanés, Z., Bánquez-Mendoza, J., Luna-Salcedo, L., Fontalvo-Durango, K., Arrieta Puello, M., & Campo-Arias, A. (2005). Síntomas depresivos y la orientación sexual en adolescentes estudiantes: un estudio transversal. Med UNAB, 8, 183-190.
  • Duncan, D. T., & Hatzenbuehler, M. L. (2014). Lesbian, gay, bisexual, and transgender hate crimes and suicidality among a populationbased sample of sexual-minority adolescents in Boston. American Journal of Public Health, 104(2), 272–278. https://doi.org/10.2105/ AJPH.2013.301424
  • Edwards, K. M. (2015). Incidence and Outcomes of Dating Violence Victimization Among High School Youth: The Role of Gender and Sexual Orientation. Journal of Interpersonal Violence, 33(9),1472- 1490. https://doi.org/10.1177/0886260515618943
  • Espada, J. P, Morales, A., Orgilés, M., & Ballester, R. (2012). Autoconcepto, ansiedad social y sintomatología depresiva en adolescentes españoles según su orientación sexual. Ansiedad y Estrés, 18(1), 31-41.
  • Fernández-Rodríguez, M. C., & Calle, F. (2013). En torno al rechazo, la salud mental y la resiliencia en un grupo de jóvenes universitarios gais, lesbianas y bisexuales. Revista Griot, 6(1), 44-65. https://revistas. upr.edu/index.php/griot/article/view/1623
  • Fonseca-Pedrero, E., Lemos-Giráldez, S., Paino, M., Villazón-García, U., & Muñiz, J. (2009). Validation of the Schizotypal Personality Questionnaire Brief form in adolescents. Schizophrenia Research, 111(1-3), 53-60. https://doi.org/10.1016/j.schres.2009.03.006
  • Fonseca-Pedrero, E., Pérez-Albéniz, A., Díez-Gómez, A., Ortuño-Sierra, J., & Lucas-Molina, B. (2019). Escala Oviedo de Infrecuencia de Respuesta- Revisada. [Unpublished document]. Universidad de La Rioja.
  • Garaigordobil, M., & Larrain, E. (2020). Acoso y ciberacoso en adolescentes LGTB: Prevalencia y efectos en la salud mental. Comunicar, 62, 77-87. https://doi.org/10.3916/C62-2020-07
  • Garchitorena, M. (2009). Informe Jóvenes LGTB. Federación Estatal de Lesbianas, Gais, Transexuales y Bisexuales (FELGTB).
  • Generelo, J., & Pichardo-Galán, J. (2005). Homofobia en el sistema educativo. COGAM.
  • Goodenow, C., Szalacha, L., & Westheimer, K. (2006). School support groups, other school factors, and the safety of sexual minority adolescents. Psychology in the Schools, 43(5), 573 – 589. https://doi. org/10.1002/pits.20173
  • Gutiérrez, M., & Goncalves, T. O. (2013). Activos para el desarrollo, ajuste escolar y bienestar subjetivo de los adolescentes. International Journal of Psychology and Psychological Therapy, 13(3), 339–355.
  • Haslam, N. (1997). Evidence that male sexual orientation is a matter of degree. Journal of Personality and Social Psychology, 73(4), 862–870. https://doi.org/10.1037/0022-3514.73.4.862
  • Hatzenbuehler, M. L., Birkett, M., Van Wagenen, A., & Meyer, I. H. (2014). Protective school climates and reduced risk for suicide ideation in sexual minority youths. American Journal of Public Health, 104(2), 279–286. https://doi.org/10.2105/AJPH.2013.301508
  • Hatzenbuehler, M. L., Keyes, K. M., & Hasin, D. S. (2009). State-level policies and psychiatric morbidity in lesbian, gay, and bisexual populations. American Journal of Public Health, 99(12), 2275–2281.
  • Herrman, H., Stewart, D. E., Diaz-Granados, N., Berger, E., Jackson, B., & Yuen, T. (2011). What is resilience? The Canadian Journal of Psychiatry, 56(5), 258-285. https://doi.org/10.1177/070674371105600504
  • Institute of Medicine (2011). The health of lesbian, gay, bisexual and transgender people: building a foundation for better understanding. National Academies Press.
  • Johnson, M. K., Crosnoe, R., & Elder, G.H. (2001). “Students’ Attachment and Academic Engagement: The Role of Ethnicity.” Sociology of Education, 74, 318–40.
  • Kinsey, A. C., Pomeroy, W. B., & Martin, C. E. (1948). Sexual Behavior in the Human Male. Saunders.
  • Klein, N. A., & Dudley, M. G. (2014). Impediments to Academic Performance of Bisexual College Students. Journal of American College Health, 62(6), 399-406. https://doi.org/10.1080/07448481.2014.917653
  • Kosciw, J.G., Greytak, E. A., & Diaz, E. M. (2009). Who, what, where, when, and why: demographic and ecological factors contributing to hostile school climate for lesbian, gay, bisexual, and transgender youth. Journal of Youth and Adolescence, 38(7), 976-988.
  • Kosciw, J. G., Greytak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. for the Gay, Lesbian and Straight Education Network (G.L.S.E.N.). (2012). The 2011 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation´s Schools. https://www.glsen.org/sites/default/files/2020-04/2011%20 GLSEN%20National%20School%20Climate%20Survey.pdf
  • Kosciw, J. G., Palmer, N. A., & Kull, R. M. (2015). Reflecting resiliency: Openness about sexual orientation and/or gender identity and its relationship to well-being and educational outcomes for LGBT students. American Journal of Community Psychology, 55, 167–178. http://dx.doi.org/10.1007/s10464-014-9642-6
  • Longobardi, C., & Badenes-Ribera, L. (2017). Intimate partner violence in same-sex relationships and the role of sexual minority stressors: A systematic review of the past 10 years. Journal of Child and Family Studies, 26(8), 2039-2049. https://doi.org/10.1007/s10826-017-0734-4
  • Martín, L. J., Carbonero, M. A., & Román, J. M. (2012). Efecto modulador de variables socioemocionales en el entrenamiento de estrategias de elaboración en Educación Secundaria Obligatoria (ESO): Paráfrasis y aplicaciones. Psicothema, 24(1), 35–41.
  • Marshal, M. P., Dermody, S. S., Cheong, J., Burton, C. M., Friedman, M. S., Aranda, F., & Hughes, T. L. (2013). Trajectories of depressive symptoms and suicidality among heterosexual and sexual minority youth. Journal of Youth and Adolescence, 42(8), 1243–1256. https:// doi.org/10.1007/s10964-013-9970-0
  • McCormick, A., Schmidt, K., & Clifton, E. (2015). Gay-Straight Alliances: Understanding their impact on the academic and social experiences of lesbian, gay, bisexual, transgender, and questioning high school students. Children & Schools, 37(2), 71-77. https://doi.org/10.1093/ cs/cdu028
  • McDonald, K. (2018). Social Support and Mental Health in LGBTQ Adolescents: A review of the literature. Issues in Mental Health Nursing, 39(1), 16–29. https://doi.org/10.1080/01612840.2017.13982 83
  • Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: conceptual issues and research evidence. Psychological Bulletin Journal, 129(5), 674-697. https://doi. org/10.1037/0033-2909.129.5.674
  • Moya, M., & Moya-Garófano, A. (2020). Discrimination, work stress, and psychological well-being in LGBTI workers in Spain. Psychosocial Intervention, 29(2) 93-101. https://doi.org/10.5093/pi2020a5
  • Oliva, A., Antolín, L., Pertegal, M. A., Ríos, M., Parra, A., Hernando, A., & Reina, M. C. (2011). Instrumentos para la evaluación de la salud mental y el desarrollo positivo adolescente y los activos que lo promueven. Consejería de Educación de la Junta de Andalucía.
  • Oswalt, S. B., & Wyatt, T. J. (2011). Sexual orientation and differences in mental health, stress, and academic performance in national sample of U.S. college students. Journal of Homosexuality, 58(9), 1255-1280. https://doi.org/10.1080/00918369.2011.605738
  • Parra, A., Oliva, A., & Sánchez-Queija, I. (2004). Evolución y determinantes de la autoestima durante los años adolescentes. Anuario de Psicología, 35(3), 331–346.
  • Pachankis, J. E., & Bränström, R. (2018). Hidden from happiness: Structural stigma, sexual orientation concealment, and life satisfaction across 28 countries. Journal of Consulting and Clinical Psychology, 86(5), 403. https://doi.org/10.1037/ccp0000299
  • Patchin, J. W., & Hinduja, S. (2017). Digital Self-Harm Among Adolescents. Journal of Adolescent Health, 61(6), 761–766. https://doi.org/10.1016/j. jadohealth.2017.06.012
  • Pearson, J., Muller, C., & Wilkinson, L. (2007). Adolescent same-sex attraction and academic outcomes: the role of school attachment and engagement. Social Problems, 54(4), 523-542. https://doi.org/10.1525/ sp.2007.54.4.523
  • Perpiñà, G., Sidera, F., & Serrat, E. (2022). Rendimiento académico en educación primaria: relaciones con la Inteligencia Emocional y las Habilidades Sociales. Revista de Educación, 395, 291-319. https://doi. org/10.4438/1988-592X-RE-2022-395-515
  • Plöderl, M., Kralovec, K., & Fartacek, R. (2010). The relation between sexual orientation and suicide attempts in Austria. Archives of Sexual Behavior, 39(6), 1403-1414. https://doi.org/10.1007/s10508-009-9597- 0
  • Poteat, V. P., Mereish, E. H., DiGiovanni, C. D., & Koenig, B. W. (2011). The effects of general and homophobic victimization on adolescents’ psychosocial and educational concerns: The importance of intersecting identities and parent support. Journal of Counseling Psychology, 58(4), 597-609. https://doi.org/10.1037/a0025095
  • Poteat, V. P., Scheer, J. R., & Mereish, E. H. (2014). Factors affecting academic achievement among sexual minority and gender-variant youth. Advances in Child Development and Behavior, 47, 261-300. https://doi.org/10.1016/bs.acdb.2014.04.005
  • Poteat, V. P., Watson, R. J., & Fish, J. N. (2021). Teacher support moderates associations among sexual orientation identity outness, victimization, and academic performance among LGBQ+ youth. Journal of Youth and Adolescence, 8, 1634-1648. https://doi.org/10.1007/s10964-021- 01455-7
  • Raifman, J., Charlton, B.M., Arrington-Sanders, R., Chan, P. A., Rusley, J., Mayer, K. H., Stein, M. D., Austin, S. B., & McConnell, M. (2020). Sexual orientation and suicide attempt disparities among US adolescents: 2009–2017. Pediatrics, 145(3), e20191658. https://doi.org/10.1542/ peds.2019-1658
  • Rankin, S. (2003). Campus climate for gay, lesbian, bisexual, and transgender people: A national perspective. National Gay and Lesbian Task Force Policy Institute.
  • Rankin, S., Weber, G. N., Blumenfeld, W. J., Frazer, S., & Pride, C. (2010). State of Higher Education for Lesbian, Gay, Bisexual & Transgender People. Campus Pride.
  • Robinson, J. P., & Espelage, D.L. (2011). Inequities in educational and psychological outcomes between LGBTQ and straight students in middle and high school. Educational Research, 40(7), 315-330. https:// doi.org/10.3102/0013189X11422112
  • Rodríguez, S., Cabanach, R., Valle, A., Núñez, J., & González-Pienda, J. (2004). Differences in use of self-handicapping and defensive pessimism and its relation with achievement goals, self-esteem and self-regulation strategies. Psicothema, 16(4), 625-631.
  • Rodríguez-Castro, Y., Lameiras Fernández, M., Carrera Fernández, M. V., & Vallejo-Medina, P. (2013). Validación de la Escala Moderna de Homofobia en una muestra de adolescentes. Anales de Psicología, 29(2), 523–533. https://doi.org/10.6018/analesps.29.2.137931
  • Rosenberg, M. (1965). Society and adolescent self-image. University Press.
  • Rostosky, S. S., Owens, G. P., Zimmerman, R. S., & Riggle, E. D. (2003). Associations among sexual attraction status, school belonging, and alcohol and marijuana use in rural high school students. Journal of Adolescence, 26(6), 741–751.
  • Russell, S. T., & Consolacion, T. B. (2003). Adolescent romance and emotional health in the United States: Beyond binaries. Journal of Clinical Child and Adolescent Psychology, 32(4), 499-508. https://doi. org/10.1207/S15374424JCCP3204_2
  • Russell, S. T., Seif, H., & Truong, N. L. (2001). School outcomes of sexual minority youth in the United States: Evidence from a national study. Journal of Adolescents, 24(1), 111-127. https://doi.org/10.1006/ jado.2000.0365
  • Saewyc, E. M. (2011). Research on adolescent sexual orientation: development, health disparities, stigma and resilience. Journal of Research on Adolescence, 21(1), 256-272. https://doi.org/10.1111/ j.1532-7795.2010.00727.x
  • Salway, T., Ross, L. E., Fehr, C. P., Burley, J., Asadi, S., Hawkins, B., & Tarasoff, L. A. (2019). A Systematic Review and Meta-Analysis of Disparities in the Prevalence of Suicide Ideation and Attempt Among Bisexual Populations. Archives of Sexual Behavior, 48(1), 89-111. https://doi.org/10.1007/s10508-018-1150-6
  • Savin-Williams, R. (2001). Suicide attempts among sexual-minority youths: Population and measurement issues. Journal of Consulting and Clinical Psychology, 69(6), 983-991. https://doi.org/10.1037/0022- 006X.69.6.983
  • Savin-Williams, R. (2005). The new gay teen: Shunning labels. The Gay and Lesbian Review, 12(6), 16-19. https://doi. org/10.1177/1363460714531432
  • Savin-Williams, R. C. (2014). An exploratory study of the categorical versus spectrum nature of sexual orientation. The Journal of Sex Research, 51(4), 446–453. http://doi.org/10.1080/00224499.2013.871691
  • Schwartz, S. J. (2007). The structure of identity consolidation: Multiple correlated constructs or one superordinate construct? Identity, 7, 27- 49.
  • Semlyen, J., King, M., Varney, J., & Johnson, G. H. (2016). Sexual orientation and symptoms of common mental disorder or low wellbeing: Combined meta-analysis of 12 UK population health surveys. BMC Psychiatry 16, 67. https://doi.org/10.1186/s12888-016-0767-z
  • Spittlehouse, J. K., Boden, J. M., & Horwood, L. J. (2020). Sexual orientation and mental health over the life course in a birth cohort. Psychological Medicine, 50 (8), 1348-1355. https://doi.org/10.1017/ S0033291719001284
  • Topolewska, E., & Cieciuch, J. (2017). Empirical verification of the circumplex of identity formation modes and its potential to integrate different models of identity development in the Erikson–Marcia tradition. Self and Identity, 16(2), 123-142. https://doi.org/10.1080/15298868.2016.1229690
  • Vázquez, A. J., Jiménez, R., & Vázquez, R. (2004). Escala de Autoestima de Rosenberg: fiabilidad y validez en población clínica española. Apuntes de Psicología, 22(2), 247-255.
  • Voyer, D., & Voyer, S.D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174- 1204. https://doi.org/10.1037/a0036620
  • Watson, R. J., & Russell, S. T. (2016). Disengaged or bookworm: Academics, mental health, and success for sexual minority youth. Journal of Research on Adolescence, 26(1), 159-165. https://doi.org/10.1111/ jora.12178