Estefania Estevez Lopez - Academia.edu (original) (raw)

Papers by Estefania Estevez Lopez

Research paper thumbnail of Intervention Programs for the Problematic Use of the Internet and Technological Devices: A Systematic Review

Electronics, Nov 25, 2021

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of Emotional adjustment in victims and perpetrators of cyberbullying and traditional bullying

Social Psychology of Education, 2020

Given the rise in cyberbullying among secondary education students and the importance of certain ... more Given the rise in cyberbullying among secondary education students and the importance of certain psychological adjustment variables for the comprehension of this type of violent behavior, both in bullies and in victims, the purpose of the present study was to analyse the emotional adjustment of those involved in cyber- and traditional bullying. The adjustment variables studied were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 17 years, four groups were established to compare victims and cybervictims (uninvolved students, traditional victims, cybervictims, and traditional–cybervictims). The analysis of variance showed that students who performed the same role (bully or victim) in both contexts (at school and online). In particular, those who suffered traditional or cyberbullying or both conjointly presented lower scores in physical and social self-concept, life satisfaction, emotional clarity, and emotion regulation, as well as higher scores in perceived stress, loneliness, depression, and social anxiety. In bullies—traditional, cyberbullying or both simultaneously—higher scores were observed in perceived stress, loneliness, depressive symptomatology, fear of negative assessment, avoidance, and general social anxiety, and lower scores in the dimensions of academic and family self-concept, life satisfaction, emotional clarity, and emotion regulation. In general, the findings indicate that students who were involved in bullying situations, both victims and bullies, presented more damaged emotional profiles than those who are uninvolved, especially students who performed the same role (bully or victim) in both contexts (at school and online).

Research paper thumbnail of Emotional intelligence and empathy in aggressors and victims of school violence

Journal of Educational Psychology, 2019

The present study was organized around 2 main objectives: first, to analyze emotional intelligenc... more The present study was organized around 2 main objectives: first, to analyze emotional intelligence (EI) both in aggressors and victims of school violence, considering 3 dimensions of EI—emotional attention, emotional clarity, and emotion regulation—and second, to analyze empathy in aggressors and victims of school violence, taking into consideration 2 dimensions—cognitive and affective empathy. Participants were 1,318 Spanish adolescents, aged between 11 and 17 years (47% boys) enrolled in 4 secondary schools, and who completed self-report measures. Analyses of variance were conducted to analyze the data. The results indicated that, regarding EI, victims of school violence scored significantly higher in the dimension of emotional attention, but significantly lower in emotional clarity and emotion regulation; aggressors showed differences only in emotion regulation, with significantly lower scores. With regard to empathy, victims showed less empathetic joy, a subdimension of affective empathy, which indicated that they are, at the moment, unable to feel happiness for others’ successes; aggressors obtained lower scores both in cognitive and affective empathy. These results underscore the importance of managing emotions in the main school violence roles in adolescent students and help us to understand differences between aggressors and victims in the managing of affect.

Research paper thumbnail of Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents

International Journal of Environmental Research and Public Health, 2020

The aim of this study was to analyze the relationships between sociometric types in the classroom... more The aim of this study was to analyze the relationships between sociometric types in the classroom—rejected, preferred, neglected, controversial and average—and psychological discomfort, life satisfaction and cyber-aggression, based on the adolescent’s gender. 2398 adolescents of both sexes participated in the study (49.8% girls), aged between 12 and 18 years (M = 16.03, SD = 1.91). Multivariate analyses of variance were performed. The results showed significant relationships between sociometric types, life satisfaction and cyber-aggression. Rejected adolescents also showed less satisfaction with life and greater cyber-aggression. Furthermore, the boys, regardless of their sociometric type in the classroom, displayed less psychological distress and less involvement in cyber-aggression. Controversial adolescents also showed greater involvement in cyber-aggression. Finally, programs should be promoted for the prevention of social difficulties in the school, based on the promotion of so...

Research paper thumbnail of Transactional Links between Teacher–Adolescent Support, Relatedness, and Aggression at School: A Three-Wave Longitudinal Study

International Journal of Environmental Research and Public Health, Jan 7, 2021

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education

International Journal of Environmental Research and Public Health, 2021

The motivational style that teachers adopt during their interactions with their students in class... more The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. ...

Research paper thumbnail of Academic Competence, Teacher–Student Relationship, and Violence and Victimisation in Adolescents: The Classroom Climate as a Mediator

International Journal of Environmental Research and Public Health, 2021

School violence is a serious social and public health problem prevalent worldwide. Although the r... more School violence is a serious social and public health problem prevalent worldwide. Although the relevance of teacher and classroom factors is well established in the literature, few studies have focused on the role of teacher perceptions in school violence and victimisation and the potential mediational role of classroom climate in this relationship. A total of 2399 adolescents (50% girls), aged between 11 and 18 years (M = 14.65, SD = 1.78) and enrolled in five Spanish Secondary Compulsory Education schools completed measures of classroom climate, school violence towards peers and perception of peer victimisation, and their teachers informed about their academic competence and the teacher–student relationship. Correlational analyses revealed that whereas academic competence perceived by the teacher was negatively related to overt violence and victimisation, its relationship with pure relational violence was positive. Structural equation modelling analyses showed that variables of c...

Research paper thumbnail of A Cross-Cultural Study in Spain and Mexico on School Aggression in Adolescence

Cross-Cultural Research, 2016

The purpose of the present study was to examine the relationships between family and classroom en... more The purpose of the present study was to examine the relationships between family and classroom environments and the development of particular individual characteristics, including level of empathy, attitude to institutional authority, and perceived social reputation, and the role these characteristics may in turn play in aggressive behavior. These factors and associations were analyzed by gender and in two different Latin contexts, Spain and Mexico, from a cross-cultural perspective. Participants in the study were 1,319 Spanish adolescents and 1,494 Mexican adolescents drawn from secondary schools. Structural equation models were calculated to test mediational effects among variables. Results obtained indicated, in general terms, that the level of empathy, the social reputation, and the attitude to authority partly mediated the relationship between the environment perceived by boys and girls at home and school, and their aggressive behavior, in both samples. Other similarities and d...

Research paper thumbnail of A Structural Modelling Approach to Predict Adolescent Offending Behaviour from Family, School and Community Factors

European Journal on Criminal Policy and Research, 2010

Research paper thumbnail of Análisis de la Relación entre la Victimización y la Violencia Escolar: El Rol de la Reputación Antisocial

Psychosocial Intervention, 2012

Research paper thumbnail of Propiedades psicométricas de la Escala de Actitudes hacia la Autoridad Institucional en adolescentes (AAI-A)

Anales de Psicología, 2013

Research paper thumbnail of An Analysis of the Relationship between Victimization and Violent Behavior at School

The Spanish Journal of Psychology, 2013

Previous studies have identified two subgroups of school violence victims: submissive and aggress... more Previous studies have identified two subgroups of school violence victims: submissive and aggressive. Submissive victims are characterized by their withdrawal in violent situations, while aggressive victims combine hostile behavior with victimization. This study focuses on the second subgroup and aims to analyze possible factors influencing the transition from passive victimization to involvement in aggressive behaviors within the school context. To test these relationships, 1319 adolescents between 12 and 16 years of age were recruited from seven secondary schools in various Spanish provinces. Structural equation modeling techniques were used to analyze the data. Results supported Emler’s theory, which posits that the victim’s helplessness in situations of intimidation, along with disappointment resulting from a lack of expected protection from adult authority figures, may result in adolescents searching and developing an antisocial and non-conformist reputation that helps them def...

Research paper thumbnail of Ambiente comunitario y actitud hacia la autoridad: relaciones con la calidad de las relaciones familiares y con la agresión hacia los iguales en adolescentes

Anales de Psicología, 2014

Research paper thumbnail of Is perception of the mainstream legal system homogeneous across ethnic groups?

The European Journal of Psychology Applied to Legal Context, 2013

Research paper thumbnail of Un perfil psicosocial de adolescentes agresores y víctimas en la escuela: análisis de las diferencias de género

Revista de Psicología Social, 2012

Research paper thumbnail of The relationships of adolescent school‐related deviant behaviour and victimization with psychological distress: Testing a general model of the mediational role of parents and teachers across groups of gender and age

Journal of Adolescence, 2006

Deviant behaviour and victimization at school have been consistently related to poor psychologica... more Deviant behaviour and victimization at school have been consistently related to poor psychological adjustment in adolescents. This research explores the mediating role that parents and teachers have in adolescent psychological distress in 973 Spanish students aged 11-16 years old. Structural equation analyses results showed that adolescent deviant behaviour and victimization were positively related to psychological distress as seen by the total effects. However, while victimization was directly related to psychological distress, the association of deviant behaviour and psychological distress was mediated by adolescent-parent communication and adolescent-teacher relationships. Multigroup analyses showed that relationships among variables were not significantly different for groups of age and gender.

Research paper thumbnail of Psychological adjustment in bullies and victims of school violence

European Journal of Psychology of Education, 2009

Research paper thumbnail of Psychosocial adjustment in aggressive popular and aggressive rejected adolescents at school+

Psychosocial Intervention, 2014

Research paper thumbnail of Conducta agresiva y ajuste personal y escolar en una muestra de estudiantes adolescentes españoles

Universitas Psychologica, 2014

El objetivo del presente estudio fue determinar en qué medida la conducta agresiva hacia los igua... more El objetivo del presente estudio fue determinar en qué medida la conducta agresiva hacia los iguales predice un mayor desajuste personal y escolar en los adolescentes agresores, chicos y chicas. Se utilizó una muestra de 1510 adolescentes españoles de Educación Secundaria Obligatoria. Los análisis de regresión logística mostraron que, en relación al ajuste personal, el comportamiento agresivo predice significativamente y para ambos sexos altas puntuaciones en sintomatología depresiva, estrés percibido y soledad, y bajas puntuaciones en autoestima, satisfacción vital y empatía. En el ámbito escolar, la conducta agresiva se relacionó con bajas puntuaciones en implicación académica, afiliación con los compañeros, percepción de apoyo del profesor y actitud positiva hacia la escuela.

Research paper thumbnail of Las Mujeres Emprendedoras en Las Comunidades INDÍGENAS5

migraciones.ugr.es

Con este trabajo pretendemos analizar el comportamiento emprendedor de las mujeres migrantes indí... more Con este trabajo pretendemos analizar el comportamiento emprendedor de las mujeres migrantes indígenas Aymaras de Bolivia y Náhuatl de Méjico a partir de un estudio etnográfico para el que se han realizado diez entrevistas en profundidad en cada una de las comunidades donde desarrollan su actividad una vez finalizados sus respectivos procesos migratorios. Las motivaciones que les han impulsado a emigrar han sido fundamentalmente de carácter económico como una forma de eludir las condiciones de pobreza y carencias vitales a las que están sometidas en sus comunidades de origen. Una de las transformaciones analizadas en los estudios de los procesos migratorios es que es la mujer quien inicia la cadena migratoria, hecho que hemos podido confirmar en el presente estudio. En la comunidad receptora la mujer migrante sufre un duro proceso de adaptación al carecer de competencias básicas como lengua, normas y costumbres, lo que conlleva que se produzcan situaciones de abuso y explotación. Para evitar y salir de esta situación las mujeres indígenas emprenden actividades económicas que requieren una mínima inversión y mucho trabajo como cocinar, tejer y otras actividades artesanales que posteriormente deben vender en la calle. A este interminable horario deben sumar la atención a los hijos y al hogar, dado que en sus culturas estas actividades están asignadas al rol femenino. No obstante, la expectativa de mejorar la calidad de vida y educación de la prole les lleva a asumir los riesgos y penalidades que conlleva el proceso migratorio.

Research paper thumbnail of Intervention Programs for the Problematic Use of the Internet and Technological Devices: A Systematic Review

Electronics, Nov 25, 2021

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of Emotional adjustment in victims and perpetrators of cyberbullying and traditional bullying

Social Psychology of Education, 2020

Given the rise in cyberbullying among secondary education students and the importance of certain ... more Given the rise in cyberbullying among secondary education students and the importance of certain psychological adjustment variables for the comprehension of this type of violent behavior, both in bullies and in victims, the purpose of the present study was to analyse the emotional adjustment of those involved in cyber- and traditional bullying. The adjustment variables studied were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 17 years, four groups were established to compare victims and cybervictims (uninvolved students, traditional victims, cybervictims, and traditional–cybervictims). The analysis of variance showed that students who performed the same role (bully or victim) in both contexts (at school and online). In particular, those who suffered traditional or cyberbullying or both conjointly presented lower scores in physical and social self-concept, life satisfaction, emotional clarity, and emotion regulation, as well as higher scores in perceived stress, loneliness, depression, and social anxiety. In bullies—traditional, cyberbullying or both simultaneously—higher scores were observed in perceived stress, loneliness, depressive symptomatology, fear of negative assessment, avoidance, and general social anxiety, and lower scores in the dimensions of academic and family self-concept, life satisfaction, emotional clarity, and emotion regulation. In general, the findings indicate that students who were involved in bullying situations, both victims and bullies, presented more damaged emotional profiles than those who are uninvolved, especially students who performed the same role (bully or victim) in both contexts (at school and online).

Research paper thumbnail of Emotional intelligence and empathy in aggressors and victims of school violence

Journal of Educational Psychology, 2019

The present study was organized around 2 main objectives: first, to analyze emotional intelligenc... more The present study was organized around 2 main objectives: first, to analyze emotional intelligence (EI) both in aggressors and victims of school violence, considering 3 dimensions of EI—emotional attention, emotional clarity, and emotion regulation—and second, to analyze empathy in aggressors and victims of school violence, taking into consideration 2 dimensions—cognitive and affective empathy. Participants were 1,318 Spanish adolescents, aged between 11 and 17 years (47% boys) enrolled in 4 secondary schools, and who completed self-report measures. Analyses of variance were conducted to analyze the data. The results indicated that, regarding EI, victims of school violence scored significantly higher in the dimension of emotional attention, but significantly lower in emotional clarity and emotion regulation; aggressors showed differences only in emotion regulation, with significantly lower scores. With regard to empathy, victims showed less empathetic joy, a subdimension of affective empathy, which indicated that they are, at the moment, unable to feel happiness for others’ successes; aggressors obtained lower scores both in cognitive and affective empathy. These results underscore the importance of managing emotions in the main school violence roles in adolescent students and help us to understand differences between aggressors and victims in the managing of affect.

Research paper thumbnail of Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents

International Journal of Environmental Research and Public Health, 2020

The aim of this study was to analyze the relationships between sociometric types in the classroom... more The aim of this study was to analyze the relationships between sociometric types in the classroom—rejected, preferred, neglected, controversial and average—and psychological discomfort, life satisfaction and cyber-aggression, based on the adolescent’s gender. 2398 adolescents of both sexes participated in the study (49.8% girls), aged between 12 and 18 years (M = 16.03, SD = 1.91). Multivariate analyses of variance were performed. The results showed significant relationships between sociometric types, life satisfaction and cyber-aggression. Rejected adolescents also showed less satisfaction with life and greater cyber-aggression. Furthermore, the boys, regardless of their sociometric type in the classroom, displayed less psychological distress and less involvement in cyber-aggression. Controversial adolescents also showed greater involvement in cyber-aggression. Finally, programs should be promoted for the prevention of social difficulties in the school, based on the promotion of so...

Research paper thumbnail of Transactional Links between Teacher–Adolescent Support, Relatedness, and Aggression at School: A Three-Wave Longitudinal Study

International Journal of Environmental Research and Public Health, Jan 7, 2021

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education

International Journal of Environmental Research and Public Health, 2021

The motivational style that teachers adopt during their interactions with their students in class... more The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. ...

Research paper thumbnail of Academic Competence, Teacher–Student Relationship, and Violence and Victimisation in Adolescents: The Classroom Climate as a Mediator

International Journal of Environmental Research and Public Health, 2021

School violence is a serious social and public health problem prevalent worldwide. Although the r... more School violence is a serious social and public health problem prevalent worldwide. Although the relevance of teacher and classroom factors is well established in the literature, few studies have focused on the role of teacher perceptions in school violence and victimisation and the potential mediational role of classroom climate in this relationship. A total of 2399 adolescents (50% girls), aged between 11 and 18 years (M = 14.65, SD = 1.78) and enrolled in five Spanish Secondary Compulsory Education schools completed measures of classroom climate, school violence towards peers and perception of peer victimisation, and their teachers informed about their academic competence and the teacher–student relationship. Correlational analyses revealed that whereas academic competence perceived by the teacher was negatively related to overt violence and victimisation, its relationship with pure relational violence was positive. Structural equation modelling analyses showed that variables of c...

Research paper thumbnail of A Cross-Cultural Study in Spain and Mexico on School Aggression in Adolescence

Cross-Cultural Research, 2016

The purpose of the present study was to examine the relationships between family and classroom en... more The purpose of the present study was to examine the relationships between family and classroom environments and the development of particular individual characteristics, including level of empathy, attitude to institutional authority, and perceived social reputation, and the role these characteristics may in turn play in aggressive behavior. These factors and associations were analyzed by gender and in two different Latin contexts, Spain and Mexico, from a cross-cultural perspective. Participants in the study were 1,319 Spanish adolescents and 1,494 Mexican adolescents drawn from secondary schools. Structural equation models were calculated to test mediational effects among variables. Results obtained indicated, in general terms, that the level of empathy, the social reputation, and the attitude to authority partly mediated the relationship between the environment perceived by boys and girls at home and school, and their aggressive behavior, in both samples. Other similarities and d...

Research paper thumbnail of A Structural Modelling Approach to Predict Adolescent Offending Behaviour from Family, School and Community Factors

European Journal on Criminal Policy and Research, 2010

Research paper thumbnail of Análisis de la Relación entre la Victimización y la Violencia Escolar: El Rol de la Reputación Antisocial

Psychosocial Intervention, 2012

Research paper thumbnail of Propiedades psicométricas de la Escala de Actitudes hacia la Autoridad Institucional en adolescentes (AAI-A)

Anales de Psicología, 2013

Research paper thumbnail of An Analysis of the Relationship between Victimization and Violent Behavior at School

The Spanish Journal of Psychology, 2013

Previous studies have identified two subgroups of school violence victims: submissive and aggress... more Previous studies have identified two subgroups of school violence victims: submissive and aggressive. Submissive victims are characterized by their withdrawal in violent situations, while aggressive victims combine hostile behavior with victimization. This study focuses on the second subgroup and aims to analyze possible factors influencing the transition from passive victimization to involvement in aggressive behaviors within the school context. To test these relationships, 1319 adolescents between 12 and 16 years of age were recruited from seven secondary schools in various Spanish provinces. Structural equation modeling techniques were used to analyze the data. Results supported Emler’s theory, which posits that the victim’s helplessness in situations of intimidation, along with disappointment resulting from a lack of expected protection from adult authority figures, may result in adolescents searching and developing an antisocial and non-conformist reputation that helps them def...

Research paper thumbnail of Ambiente comunitario y actitud hacia la autoridad: relaciones con la calidad de las relaciones familiares y con la agresión hacia los iguales en adolescentes

Anales de Psicología, 2014

Research paper thumbnail of Is perception of the mainstream legal system homogeneous across ethnic groups?

The European Journal of Psychology Applied to Legal Context, 2013

Research paper thumbnail of Un perfil psicosocial de adolescentes agresores y víctimas en la escuela: análisis de las diferencias de género

Revista de Psicología Social, 2012

Research paper thumbnail of The relationships of adolescent school‐related deviant behaviour and victimization with psychological distress: Testing a general model of the mediational role of parents and teachers across groups of gender and age

Journal of Adolescence, 2006

Deviant behaviour and victimization at school have been consistently related to poor psychologica... more Deviant behaviour and victimization at school have been consistently related to poor psychological adjustment in adolescents. This research explores the mediating role that parents and teachers have in adolescent psychological distress in 973 Spanish students aged 11-16 years old. Structural equation analyses results showed that adolescent deviant behaviour and victimization were positively related to psychological distress as seen by the total effects. However, while victimization was directly related to psychological distress, the association of deviant behaviour and psychological distress was mediated by adolescent-parent communication and adolescent-teacher relationships. Multigroup analyses showed that relationships among variables were not significantly different for groups of age and gender.

Research paper thumbnail of Psychological adjustment in bullies and victims of school violence

European Journal of Psychology of Education, 2009

Research paper thumbnail of Psychosocial adjustment in aggressive popular and aggressive rejected adolescents at school+

Psychosocial Intervention, 2014

Research paper thumbnail of Conducta agresiva y ajuste personal y escolar en una muestra de estudiantes adolescentes españoles

Universitas Psychologica, 2014

El objetivo del presente estudio fue determinar en qué medida la conducta agresiva hacia los igua... more El objetivo del presente estudio fue determinar en qué medida la conducta agresiva hacia los iguales predice un mayor desajuste personal y escolar en los adolescentes agresores, chicos y chicas. Se utilizó una muestra de 1510 adolescentes españoles de Educación Secundaria Obligatoria. Los análisis de regresión logística mostraron que, en relación al ajuste personal, el comportamiento agresivo predice significativamente y para ambos sexos altas puntuaciones en sintomatología depresiva, estrés percibido y soledad, y bajas puntuaciones en autoestima, satisfacción vital y empatía. En el ámbito escolar, la conducta agresiva se relacionó con bajas puntuaciones en implicación académica, afiliación con los compañeros, percepción de apoyo del profesor y actitud positiva hacia la escuela.

Research paper thumbnail of Las Mujeres Emprendedoras en Las Comunidades INDÍGENAS5

migraciones.ugr.es

Con este trabajo pretendemos analizar el comportamiento emprendedor de las mujeres migrantes indí... more Con este trabajo pretendemos analizar el comportamiento emprendedor de las mujeres migrantes indígenas Aymaras de Bolivia y Náhuatl de Méjico a partir de un estudio etnográfico para el que se han realizado diez entrevistas en profundidad en cada una de las comunidades donde desarrollan su actividad una vez finalizados sus respectivos procesos migratorios. Las motivaciones que les han impulsado a emigrar han sido fundamentalmente de carácter económico como una forma de eludir las condiciones de pobreza y carencias vitales a las que están sometidas en sus comunidades de origen. Una de las transformaciones analizadas en los estudios de los procesos migratorios es que es la mujer quien inicia la cadena migratoria, hecho que hemos podido confirmar en el presente estudio. En la comunidad receptora la mujer migrante sufre un duro proceso de adaptación al carecer de competencias básicas como lengua, normas y costumbres, lo que conlleva que se produzcan situaciones de abuso y explotación. Para evitar y salir de esta situación las mujeres indígenas emprenden actividades económicas que requieren una mínima inversión y mucho trabajo como cocinar, tejer y otras actividades artesanales que posteriormente deben vender en la calle. A este interminable horario deben sumar la atención a los hijos y al hogar, dado que en sus culturas estas actividades están asignadas al rol femenino. No obstante, la expectativa de mejorar la calidad de vida y educación de la prole les lleva a asumir los riesgos y penalidades que conlleva el proceso migratorio.