The Role of Social Support in Machismo and Acceptance of Violence Among Adolescents in Europe. Lights4Violence Baseline Results

Authors:

• Vanesa Pérez-Martínez,
• Belén Sanz-Barbero,
• Rosario Ferrer-Cascales,
• Nicola Bowes,
• Alba Ayala,
• Miriam Sánchez-Sansegundo,
• Natalia Albaladejo-Blázquez,
• Nicoletta Rosati,
• Sofia Neves,
• Cristina Pereira Vieira,
• Barbara Anna Jankowiak,
• Katarzyna Maria Waszyńska,
• Carmen Vives-Cases

Abstract

Purpose To analyze the potential association between social support, experiences of violence, and sociodemographic characteristics of adolescents and the likelihood of acceptance of violence and machismo in different European countries. Methods Cross-sectional design. We recruited 1,555 participants ages 13–16 from secondary schools in Alicante (Spain), Rome (Italy), Iasi (Romania), Matosinhos (Portugal), Poznan (Poland), and Cardiff (UK). We used linear regression models to identify how social support from teachers and parents, experiences of violence—dating violence, bullying, cyberbullying, abuse in childhood—and sociodemographic characteristics were associated with violent thinking, specifically: machismo and acceptance of violence. The analysis was stratified by sex. Results Acceptance of violence was higher for those who had lower perceived social support from parents (βgirls = −154, p < .001; βboys = −.114, p = .019) for both sexes. Perpetration of bullying and/or cyberbullying was associated with higher scores for machismo and acceptance of violence for both sexes (βgirls = .067, p = .035; βboys = .225, p < .001; (βgirls = .118, p < .001; βboys = .210, p < .001). Being the victim of dating violence, having suffered physical and/or sexual abuse in childhood, and lower perceived social support from teachers were associated with higher scores for both machismo and acceptance of violence. These associations differed between girls and boys. Conclusions Machismo and acceptance of violence are widely present amongst adolescents in different European countries. Our results suggest the importance of providing educational/psycho-educational interventions with boys and girls to prevent these attitudes and, in turn, prevent interpersonal violence, including bullying and dating violence.