Related Experiment Video
Updated: Dec 10, 2025

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
Published on: March 1, 2019
Association Between Group Identification at School and Positive Youth Development: Moderating Role of Rural and Urban
Diana Paricio1, Marina Herrera2, María F Rodrigo3
1Open University of Catalonia, Barcelona, Spain.
Abstract:
These studies are framed within Social Identity Theory and the Positive Youth Development approach. The aim is: (1) to analyze the relationship between group identification at school and key positive development variables (such as self-esteem, self-efficacy, assertiveness, empathy, alexithymia, satisfaction with life, and academic performance); and (2) examine the moderator role of context (rural or urban areas of residence) and sex in these relationships. The samples were composed of 246 adolescents from a rural context (Study 1) and 156 students from rural and urban contexts (Study 2). As proposed in our hypotheses, the results show statistically significant relationships between group identification and all the variables considered, higher group identification with the class in the rural context, and a moderator role of the context in the relationships between group identification and satisfaction with life, assertiveness, and empathy. These results are relevant for designing and implementing psychoeducational programs to promote positive youth development in both rural and urban contexts.
More Related Videos
Related Concept Videos
Ethnic Identity within a Larger Culture
Influence of Parents and Peers on Identity
Parental Influence on Identity Development
Parents serve as primary guides and managers in an adolescent's life, offering support instrumental in decision-making and personal growth....
Self-Evaluation: Self-Enhancement and Self-Verification
Impact of Social Context on Individuals
Social Foundations of Self II: The Generalized Other
Socioemotional Experience and Gender Development

