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

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2023

Issue: 399

Pages: 79-103

Type: Article

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

More publications in: Revista de educación

Institutional repository: lock_openOpen access Editor

Abstract

Despite the social changes of recent years, the evidence shows that belonging to a sexual orientation minority group is associated with inequality, discrimination and a stigma that places individuals in a situation of vulnerability. This psychosocial vulnerability can have a particularly negative impact on adolescents. Specifically, scientific evidence has shown a clear relationship between non-heterosexual orientation and the presence of mental health issues. In association with this, some studies have also shown the impact of sexual minority status on academic performance. However, research in this area is still lacking, especially with regard to adolescence, when academic development is crucial. The aim of the present study was to examine, in a representative sample of adolescents, whether belonging to a minority sexual orientation group (homosexual, bisexual, or questioning) was associated with poorer academic achievement. In addition, due to the importance of self-esteem in academic achievement, we analyzed whether an adequate level of self-esteem might moderate the relationship between the two variables. The study was conducted with a sample of 1,777 adolescents (M=15.70 years; SD=1.26) selected by stratified random cluster sampling. Sexual orientation was assessed as one’s experience of attraction toward others. Grade point average from the previous school year and the number of failed subjects in the previous grading period were used as indicators of academic achievement. The results showed no significant main effect of sexual orientation or its interaction with self-esteem on these indicators of academic achievement. These results disagree with those obtained in earlier studies and indicate that belonging to sexual orientation minorities is not associated with academic difficulties.

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