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Propósitos y Representaciones
versión impresa ISSN 2307-7999versión On-line ISSN 2310-4635
Propós. represent. vol.11 no.2 Lima mayo/agt. 2023 Epub 31-Ago-2023
http://dx.doi.org/10.20511/pyr2023.v11n2.1766
RESEARCH ARTICLES
Family Violence in Adolescent Reactive Academic Behavior: A Systematic Review
1 Universidad César Vallejo, Tarapoto, Perú
2 Universidad Nacional Mayor de San Marcos, Lima, Perú
3 Universidad Nacional Mayor de San Marcos, Lima, Perú
Academic behavior currently represents an important variable to be addressed, it is greatly linked to the family environment; however, when the interaction is inadequate it can trigger reactive behaviors. The present study aimed to analyze the scientific literature in relation to reactive academic behavior in adolescents because of family violence. A literature review was carried out in five databases Scopus (392), PubMed (462), SciELO (5), Redalyc (2788) and Web of Science (118) with a total of 3765 articles, of which 18 documents were systematized that met the selection criteria established by the PRISMA model. The results showed that 22.2% of the articles came from Brazil, 16.7% from the United States, 11.1% from China, Mexico and Turkey, and 5.6% from countries such as Canada, Spain, Peru, Sweden and Thailand. The review shows that 100% were quantitative studies, 55.6% were cross-sectional; in addition, it has been found that violence in the family reaches levels above 60% and that its main manifestations are physical, verbal, and psychological abuse, which translates into behaviors of desertion, intimidation, and violent actions. In conclusion, family violence has a negative and significant effect on the reactive academic behavior of adolescents who have been exposed to situations of violence; finally, it is necessary to develop intervention and prevention strategies to improve the coexistence and well-being of adolescents.
Keywords: Academic behavior; Family violence; Adolescents; Review
INTRODUCTION
Family violence is a form of aggression produced in different ways (psycho-emotional, physical, sexual, or other) within a family environment. It does not distinguish socioeconomic or educational differences (Asi, 2019). It is currently considered a social problem that causes academic behaviors with little responsibility and limited initiative that reveal a psychological profile of adolescents who have experienced violent situations that trigger reactive behaviors that harm the educational dynamics and bring problems in learning and social relationships. Reactive behavior theoretically has not reached a definition beyond "participation in specific deviant behaviors.” However, a recent study shows among its factors kindness, scrupulousness, and cognitive intelligence (Salgado et al., 2022). In addition, they are linked to the psychological aspects of each individual, such as personality, self-esteem, and practice of values (Jara et al., 2017). Thus, the presence of reactive behaviors is one of the main problems in education, even more so in adolescents aged between 11 and 17 who find it impossible to self-regulate impulsive behavior and/or behavior driven by various factors (Maslowsky et al., 2019).
Reactive conducts or behaviors have a serious negative impact on health that induces psychological, attitudinal, and educational conditions (Sun et al., 2020). The main manifestations of reactive academic behavior are present in relationships with classmates, absenteeism, hostility, and anger, which teachers have complications to manage it in many cases (Bosmans et al., 2020). Previous studies show that these behaviors (reactive academic behavior) are repetitive patterns that manifest themselves at certain times and if they are not controlled in time, they become severe behavioral problems (bullying, cyberbullying, aggressions, etc.) and learning problems, which generate social and psychological maladjustment (Pina et al., 2022). They are associated with prolonged exposure to violence (Perry et al., 2021). Studies on family violence have reflected its interference in academic problems that hinder the proper development of adolescents (S. D. Li et al., 2021) and lead to violent attitudes along with psychosocial problems (Tapullima-Mori et al., 2023).
In addition, recent reviews have explored exposure to violence in multiple settings as predictors of reactive behaviors in adolescents (Chong et al., 2022; S. D. Li et al., 2021; X. Li et al., 2022; Supol et al., 2021), demonstrating that being a witness or victim within the family predicts the perpetration of aggression. Although the studies are relevant, they are not entirely conclusive because they have not measured the levels of violence or evaluated the correlation with reactive academic behavior. Thus, developing a review allows a deeper understanding of the variables in question.
Based on these data, we aim to find the influence of family violence on the reactive academic behavior that is evidenced worldwide in the scientific literature since they are determining factors for the adequate academic development of students. In addition, their exploration allows to expand fields of action to develop appropriate intervention strategies. Therefore, after exploring, this study sought to answer the question: What are the findings of the influence of family violence on reactive academic behavior in adolescents in the last ten years? In light of this reality, the article proposed an objective to analyze the scientific literature on reactive academic behavior as a result of family violence. In this sense, it was proposed to describe how the studies manifest the relationship between reactive academic behavior and family violence, their dimensions or other associated factors together with the sociodemographic factors found in the review.
METHOD
Type of Study
The guidelines established in the PRISMA protocol and the Cochrane manual (Higgins et al., 2022; Liberati et al., 2009) were considered for the development of the study, in which an initial review checklist was proposed to obtain relevant information related to the variables under study. Additionally, a literature review type study was considered (Pardal-Refoyo & Pardal-Peláez, 2020) due to the exploration and search for generalization of the results.
Data Collection
It began with the identification of terms and descriptors Mesh (Medical Subject Headings) and DeSC (Behavior/aggression; domestic violence; students). Subsequently, a literature review was carried out in Scopus, PubMed, Scielo, Redalyc, and Web of Science, with a limit of 10 years (2013 September 2022). The main criteria for the exclusion of systematized articles were those of short communication type, letter to the editor, experimental studies, intervention guides or similar; in this way, the information obtained responded to the objectives set. The inclusion criteria applied in the different databases included quantitative studies, which contemplated school-age adolescents as sample, who were evaluated using instruments with adequate psychometric properties. Finally, those articles that described at least the processes of data extraction, statistical processing, and an adequate review of literature supporting the results obtained were considered.
Search Strategy
The search strategies applied to collect the information were the combination of descriptors and terms, together with the Boolean operators AND / OR / NOT in the titles, abstracts, and keywords. As shown in Table 1, the articles were identified later, following the stages that are developed below.
Identification Stage.
According to Table 1, the first search yielded a total of 392 articles in Scopus, 462 in PubMed, 5 in Scielo, 2788 in Redalyc, and 118 in Web of Science, identifying a total of 3765 articles. In the second stage, only open-access scientific articles were selected, reducing to 3033 articles. Following this process, the cohort dates for the selection were established, being between 2013 and September 2022, reducing to 1613 documents. After this stage, only scientific articles were selected, totaling 1603 studies. After having established the search guidelines, the preliminary review was carried out. After completing this process, 32 articles were selected, whose abstracts were reviewed the abstracts, finding 20 documents with a high level of eligibility. Two repeated documents were removed, and only 18 scientific articles were systematized. These data were analyzed following the PRISMA methodology (Figure 1), which details each of the databases explored to obtain reliable information.
RESULTS
Characteristics of the Systematized Articles
Table 2 shows that 100% of the articles were quantitative in approach, 10 of 18 (55.56%) were cross-sectional studies, four were descriptive, three were longitudinal, and one was applied. Of these, 22.2% (4) came from Brazil, 16.7% (3) from the United States, 11.1% (2) from China, Mexico and Turkey. Similarly, 5.6% (1) came from Canada, Spain, Peru, Sweden, and Thailand. Such results show that it represents a global problem, which points to the need to continue exploring the results that contribute to reducing these problems even more in developing countries. The research shows that nine of the evaluated articles (50%) seek to link family violence and the results of reactive academic behaviors, four of 18 articles seek to explain the effects of family violence on academic behaviors, with antisocial behaviors and school violence being the most sought to be demonstrated. Moreover, they also seek to analyze the social contexts and their background and compare the prevalence between men and women as well as their main tendencies.
Prevalence of Family Violence
The prevalence of family violence showed rates above 60% (Gutierrez & Molina, 2021). Similarly, between 11% and 42.6% of adolescents tell that they have been exposed to domestic violence (Battaloǧlu-Inanç et al., 2013; Hagborg et al., 2018); of these, more than 75% were through verbal and physical aggression (Oğuztürk et al., 2019). Longitudinal studies demonstrating an increased level of violence in recent years along with the processes derived from violence; that is, bullying or cyberbullying, were also found (Hébert et al., 2016; Pinto et al., 2018). Thus, their intervention was necessary as well as clarifying covariates that are significantly related.
Relationship Between Family Violence and Reactive Academic Behavior
The study has shown that there is a relationship between family or domestic violence and reactive academic behaviors (p < .05), mainly with aggressive behavior, intimidation, violent victimization, violent events, antisocial behavior, bullying, and even absenteeism (Augustyn et al., 2019; Battaloǧlu-Inanç et al., 2013; de Oliveira et al., 2019; Fernández et al., 2020; Grant et al., 2019; Hagborg et al., 2018; Ingram et al., 2020; Xia et al., 2018). Similarly, the results obtained show that family violence has a direct effect on the academic behavior of school-age adolescents. The results were significant (p < .01) (Gutierrez & Molina, 2021; Laeheem, 2013; Maneiro et al., 2016; Oğuztürk et al., 2019).
The analysis of the systematization results confirms that family violence represents a predictor for adolescents to develop reactive behaviors, both inside and outside the educational community. Moreover, it is evidenced that men unlike women tend to internalize violent behaviors in greater proportion, leading to act or adopt the role of aggressor in cases of violence or bullying, while women tend to handle or employ more peaceful attitudes to solve conflicts.
DISCUSSION
The reality of the data analyzed shows that family violence has a direct effect and represents a predictor of behavior in the classroom. However, it not only impacts that scenario but is significantly related to well-being (Gil & Dalbosco, 2016). In this sense, it is crucial to implement or develop new strategies to address violence, involving both the educational community and parents in general (Cunha et al., 2019). Consequently, it will allow for academic performance improvement and reduction of absenteeism and violent attitudes/behaviors.
An analysis of the review conducted made it possible to establish elements that allow to align the main criteria for the measurement and structuring of reactive academic behaviors, in those referring to attitudes, behaviors, and aggressive behaviors (Guillermo & Molina, 2021; Ingram et al., 2020; Pinto et al., 2018; Battaloǧlu-Inanç et al., 2013; Oğuztürk et al., 2019; de Oliveira et al., 2019; Maneiro et al., 2016), as well as school dropout or absenteeism (Gutierrez & Molina, 2021; Ingram et al., 2020; Hagborg et al., 2018; Augustyn et al., 2019), bullying, victimization and intimidation (Gutierrez & Molina, 2021; Ingram et al., 2020; Grant et al., 2019; Xia et al., 2018; Hagborg et al., 2018; Fernández et al., 2020; de Oliveira et al., 2019; Orozco & Mercado, 2019; Medeiros et al., 2020).
Furthermore, additional elements such as perpetration of violence (Xia et al., 2018; Augustyn et al., 2019; Hébert et al., 2016; Oğuztürk et al. , 2019; Fernández et al., 2020; Maneiro et al., 2016; Medeiros et al., 2020), antisocial behavior (Augustyn et al., 2019) and learning/performance problems (de Oliveira et al., 2019) were considered, which become predictors of later problems (Mendoza, 2017; Li et al., 2021) such as low emotional and psychosocial development of the individual in adulthood. Thus, adolescents must have the support of their parents, not only through satisfaction of their basic needs, but also as figures present to emotionally bond with their children (Orozco & Mercado, 2019), or other strategies to reduce this type of behaviors.
This study had some limitations, mainly on the search criteria since the totality of the articles could not have been included. However, search strategies were applied based on the PRISMA matrix to guarantee the quality of the systematization. Other limitations that were noted throughout the study were that the articles did not have homogeneous samples and rarely had evidence related to sociodemographic factors that may intervene; that is, they did not demonstrate whether gender, age, origin, or another element could predict the resulting academic behaviors.
Based on the data obtained and the limitations evidenced, future studies must consider analyzing metadata studies involving the volume of effects in the academic environment in general, thus allowing the results to be generalizable and more comprehensive. Likewise, it is necessary to develop comparative evaluations related to the aggravation or reduction of family violence during the global health crisis.
In summary, it was found that most of the articles are indexed in Scopus (38.9%) and come from Brazil (22.2%). The analysis of the information also shows that 100% are quantitative studies and the majority were of a cross-sectional design (55.6%). Finally, the review of articles showed that family violence or any of its manifestations has a negative impact on reactive academic behavior, compared to adolescents without a history of violence. In addition, men are more predisposed to school violence incidents.
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Received: January 03, 2023; Revised: March 06, 2023; Accepted: August 25, 2023; pub: August 31, 2023
Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons
