Introducción. La investigación sobre el bullying, así como de los factores protectores o de riesgo que se presenten en la escuela continúa siendo un área de estudio relevante en investigación educativa y también en la práctica escolar. Determinadas características personales y contextuales se han considerado claves para la prevención de la violencia escolar.Método. El presente trabajo trata de examinar la relación existente entre la victimización y la agresión y el impacto que en ambos procesos psicológicos tienen ciertas variables del contexto directo de los escolares. Para ello se encuestó a 1278 escolares (47.7% chicas) del sur de España (Andalucía), de edades comprendidas entre los 10 a 14 años (M = 11.11; DT = 0.754).Resultados. Análisis de regresión lineal mostraron el poder explicativo de factores protectores como el ajuste social o el ajuste a las normas ante ambos, la percepción de victimización y agresión injustificada. Factores individuales, como el género y personales como la autoestima marcan diferencias en la percepción de implicación en ambos roles, junto a otros.Discusión y conclusiones. El foco de este artículo se pone en el papel de los factores de contexto inmediato.
Gossip is a type of social behavior present in all types of social networks, and cybergossip is an emerging kind of online social behavior which can both promote and hinder relationships between peers. The aim of this study was to explore the relation between involvement in cybergossip and the development of behavior of social adjustment, bullying and cyberbullying (aggression and victimization), based on gender and age. A total of 510 secondary school students (49.4% girls) aged 12 to 17 years old (M = 14.01; SD = 1.38) were surveyed by self-report. Questionnaires validated with adolescents were used to measure bullying, social adjustment and cyberbullying. The results showed that a high prevalence of involvement in cybergossip was associated with bullying and cyberbullying behavior (aggression and victimization), with girls showing the greatest involvement in cybergossip. The discussion of the results focuses on the gender difference, as well as the importance of the need for training in the proper use of digital devices for social education and socialization.
The present study aims to examine the issue of peer aggression and victimisation in early childhood, with a focus on the associated social behaviour strategies (aggressiveness, prosociality, dominance and social insecurity). A sample of 227 children (58.1% girls, n = 132) between the ages of 4 and 7 years (M = 5.61; SD = 1. 03) participated in the study. Teacher reports and peer nominations of physical and verbal aggression and victimisation were analysed. Results showed an association between aggressiveness and insecurity and being nominated as a physical and verbal aggressor by peers. Being nominated as a physical victim was associated with aggressiveness and dominance; and for verbal victim with aggressiveness and prosociality. Differences were found between boys and girls in verbal aggression and victimisation. The current study contributes to a better understanding of the emergence of peer aggression and victimisation in relation to social processes in early childhood and has implications for the prevention of the later appearance of bullying.
Computer Literacy is a reality in current educational legislation. Within the STEAM competence approach, music education and the development of Computational Thinking (CT) are located in this discipline. In this work, unplugged musical activities are designed based on the Bebras challenges, and their effectiveness is evaluated in terms of CT development in students. A quasi-experimental study was carried out with pre-post test measures in a group of 220 Primary School students (experimental, N = 170; control, N = 50). The experimental group performed three blocks of unplugged musical activities. Computational Thinking Test using Bebras Problems (Lockwood and Moone, 2018) was used as an instrument. Variables of gender, course, environment and academic ability were taken into account. The results show a significant increase in CT in the experimental group at a general level and in the Bebras activities of medium and advanced levels of difficulty. Schoolchildren from the rural context showed higher scores in CT development compared to the urban one. No significant differences are observed in the rest of the variables. Finally, a higher level of correct answers was observed in "easy" activities, greater completion of "medium" activities and a decrease in both in "advanced" activities. La Alfabetización Computacional es una realidad en las legislaciones educativas actuales. Dentro del enfoque competencial STEAM, se ubica la educación musical y el desarrollo del Pensamiento Computacional (PC) en esta disciplina. En este trabajo se diseñan actividades musicales desenchufadas desde los desafíos de Bebras y se evalúa su eficacia en cuanto al desarrollo del PC en estudiantes. Se realizó un estudio cuasi-experimental con medidas pre-post test en un grupo de 220 escolares de Educación Primaria (experimental, N = 170; control, N = 50). El grupo experimental realizó tres bloques de actividades musicales desenchufadas. Como instrumento se utilizó Computational Thinking Test using Bebras Problems (Lockwood y Moone, 2018). Se tuvieron en cuenta variables de género, curso, entorno y capacidad académica. Los resultados muestran aumento significativo del PC en el grupo experimental a nivel general y en las actividades de Bebras de niveles medio y avanzado de dificultad. Los escolares de contexto rural mostraron puntuaciones mayores en el desarrollo del PC en comparación con el urbano. No se observan diferencias significativas en el resto de variables. Por último, se observó mayor nivel de respuestas correctas en actividades “fáciles”, mayor cumplimentación de actividades “medias” y descenso de ambas en actividades “avanzadas”.
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