Adolescents and Preadolescents’ Roles on Bullying, and Its Relation with Social Climate and Parenting Styles // Roles en bullying de adolescentes y preadolescentes, y su relación con el clima social y los estilos educativos parentales

Abstract

Roles en bullying de adolescentes y preadolescentes, y su relación con el clima social y los estilos educativos parentales Fuensanta Cerezo, Consuelo Sánchez, Cecilia Ruiz, y Julián-Jesús Arense Universidad de MurciaResumen En este estudio se analiza la relación entre la dinámica bullying y variables del contexto escolar y familiar y estilos educativos familiares, e indaga en las diferencias según el rol en bullying. La muestra estuvo constituida por 847 estudiantes (450 chicos y 397 chicas), entre 9 y 18 años de edad (M = 12.73; DT = 2.34), de Educación Primaria (426) y Secundaria (421), de 38 grupos intactos de 5 centros escolares de diferentes regiones españolas. Los resultados indican que los implicados en bullying son más rechazados que los no implicados, siendo las víctimas las más excluidas y con menor nivel de relaciones escolares. El contexto familiar es valorado positivamente. El estilo autoritativo es el más frecuente, entre los no implicados predomina el indulgente, negligente en los agresores y autoritario o autoritativo en las víctimas. La inconsistencia en los estilos entre ambos progenitores unida al rechazo de los iguales está relacionada con la victimización.Palabras clave: Bullying, clima familiar, estilos educativos, clima escolar, rechazo. AbstractThis study analyzes the relation among bullying, some family and school context variables, and parenting styles, and investigates the differences by role in bullying. The sample was composed by 847 pupils (450 male and 397 female) from 9 to 18 years old (M = 12.73; SD = 2.338), from Primary (426) and Secondary (421) schools, from 38 intact groups of 5 schools randomly selected from different Spanish Regions. Results show that those involved in bullying are more rejected, and victims are the most rejected and have lower relationships among pupils. Family context is positively scored. The authoritative parental style is the most frequent. Not involved pupils perceive an indulgent style more frequently than involved ones; bullies perceive more negligent and victims more authoritarian or authoritative. The unsteadiness on parental styles between both parents plus been rejected by peers is pointed out as victimization support.

Prevalence of Bullying and Cyberbullying in the Last Stage of Primary Education in the Basque Country

“…In this way, hypothesis 1 was supported almost entirely, and the results confirmed the review carried out in international studies. Specifically, similar percentages of victims were found in Bannink et al 2014and ISEI-IVEI (2017), and several studies found similar percentages of bullies involved in face-to-face bullying (Cerezo et al, 2015;Shin et al, 2016). The percentage of bully-victims found in this study is similar to that of Shin et al (2016), who found 25%, but higher than those reported by most studies, which overall reported figures below 15% (García-Fernández et al, 2016;Guilheri et al, 2015), as well as studies that found percentages below 5% (Cerezo et al, 2015).…”

“…As can be seen in Table 1, with respect to face-to-face bullying, the percentage of victims ranges from 7% (Cerezo, Sánchez, Ruiz, & Arense, 2015;Navarro, Yubero, & Larrañaga, 2015) to approximately 33% (Blaya & Fartoukh, 2016;Leung & Mcbridge-Chang, 2013;Price, Chin, Higa-McMillan, Kim, & Frueh, 2013). In the case of bullies, the proportion ranges from 4% (Iossi- Silva, Pereira, Mendonça, Nunes, & de Oliveira, 2013;Navarro et al, 2015), to approximately 20% (García-Fernández, Romera-Félix, & Ortega-Ruiz, 2016;Leung & Mcbridge-Chang, 2013;Shujja, Att, & Shujjat, 2013).…”

“…It should be noted that Connell, Schell-Busey, Pearce, and Negro (2014) places prevalence at significantly higher percentages, 61% and 36% for victims and bullies, respectively. For bully-victims, the range varies from 1.3% (Cerezo et al, 2015) to 25% (Shin, Braithwaite, & Ahmed, 2016). Regarding the studies analyzing severe victimization (i.e., students who suffered bullying behaviors very frequently or always), it ranges from 3.9% (García-Fernández et al, 2016) to 11.3% (Chester et al, 2015), while the number of severe bullies' ranges from 1.8% (Leung & Mcbridge-Chang, 2013) to 8% (García-Fernández et al, 2016;Kowalski & Limber, 2013).…”

Family Socialisation Styles and Hostility in the Adolescent Population

“…Current studies emphasize that family environment and parental styles are the main tools available to young people to achieve a correct social adaptation. Regarding the social climate of the family, effective communication allows an appropriate adjustment of adolescents [1,2]. From the Pinquart study [3], we know that the authoritarian, permissive, and neglectful parenting styles are associated with higher levels of externalizing problems, and that victimization and deviant behavior are influenced by negative control [4].…”

Changes in Antisocial Behaviour in the Classroom and the Impact on Students, in Spain

“…Most research carried out in recent years in Spain [5,6] has investigated bullying and violence in schools among peers, and includes a range of different types of behaviour such as taunts, threats, intimidation, physical aggression and exclusion. These are systematic and an abuse of power of one or more pupils over a defenceless victim, while others are passive observers and do not intervene to prevent the situation [7].…”