Bullying y cyberbullying escolar en niños y jóvenes adolescentes: un estudio de caso

Prado-Cabrera, Daniela

doi:10.18537/mskn.10.02.04

Cited by 9 publications

(9 citation statements)

References 9 publications

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“…In contrast, the results of the study by Górriz et al [21] show significant findings with a higher presence of males in the victim role and females in the aggressor role. Thus, other research suggests that boys and male adolescents are more involved in the roles of "victims" and "no victim-aggress", which does not align with the results of this study, where a higher percentage of girls are observed in these categories compared to boys [40].…”

Section: Discussioncontrasting

confidence: 99%

Intercultural Differences between Spain and Italy Regarding School Bullying, Gender, and Age

Ragusa,

Obregón-Cuesta,

Di Petrillo

et al. 2023

Children

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The objectives of this research were to establish the differences between Spain and Italy regarding the presence of bullying in primary and secondary schools, as well as to determine whether there are differences between experiencing or perpetrating bullying and gender and age in the practice of school bullying. To assess the EBIPQ scores in terms of country and gender, the chi-squared test was used, and ANOVA was applied for age. A total of 1536 students from primary and secondary schools in Spain and Italy participated in the study. Their ages ranged from 10 to 19 years (mean = 13.01, standard deviation = 2.19). The results revealed statistically significant differences in terms of bullying categories concerning the country of origin and gender, with a higher number of Italian participants in the role of “no victim aggress” and Spanish participants in the roles of “victim” and “victim and aggress”. Additionally, there were more boys in the role of “victim and aggress” and girls in the role of “no victim aggress”. Regarding age, statistically significant differences were found, with older students taking on the role of “aggress” on average, while younger students assumed the role of “victim”.

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Section: Discussioncontrasting

confidence: 99%

Intercultural Differences between Spain and Italy Regarding School Bullying, Gender, and Age

Ragusa,

Obregón-Cuesta,

Di Petrillo

et al. 2023

Children

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“…The results showed that physical bullying does occurs more in the male gender, while verbal bullying and social exclusion prevail in the female gender. Similar results were found by Ordóñez and Prado-Cabrera [34], showing that the role of victimised aggressor in both bullying and cyberbullying cases presents a higher level of involvement at the male gender level.…”

Section: Gender and Bullying Prevalence: How They Relatesupporting

confidence: 86%

“…The students' level of conflict and their perceptions were verified before and after applying the programme, but no differences were showed, affirming hypothesis 6 and 7. These results are contradictory to those obtained by Chocarro and Garaigordobil [31], Ruiz et al [33] and Ordóñez and Prado-Cabrera [34]. Perhaps the reason for such results was due to the justification provided by Navarro et al (2016) when they affirm that the problem does not lie in gender, but in gender identity.…”

Section: Discussionmentioning

confidence: 70%

Methodological Analysis of the Effect of an Anti-Bullying Programme in Secondary Education through Communicative Competence: A Pre-Test–Post-Test Study with a Control-Experimental Group

González-Alonso

Guillén‐Gámez

Castro-Hernández

2020

IJERPH

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The promotion of communicative competence in students play a key role in schools for the purpose of improving social, emotional and coexistence relationships in Secondary Education students. The development of said competence can represent a great strategy to improve conflicts in the classroom, notably bullying. We used a quasi-experimental pre-test and post-test control group design with a sample of 55 students from the city of Salamanca (Spain) to analyse the level of conflict and their perceptions about bullying during the 2017–2018 academic year. The anti-bullying programme called the Improvement of Coexistence and Communicative Competence (ICCC) programme used is. The behaviour of students based on their level of coexistence with the group of classmates was measured by the INSEBULL instrument (Bullying Assessment Instrument), which added one more dimension of own elaboration. The results showed that, even though the significant levels of conflict, they decreased substantially once the ICCC programme was applied. Furthermore, we found differences between the control and experimental groups which underlined the effectiveness of the program. Regarding gender, no differences were found in the experimental group. This study shows that the development of communicative competence in students has a significant impact on their level of coexistence with other classmates, although the results suggested the need for longitudinal implementation of the programme in order to improve school coexistence and social skills of students from the early stages of education.

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“…Se da a causa de baja autoestima y es más predominante en las mujeres en el rol de víctima (Garaigordobil & Machimbarrena, 2019;Jordán et al, 2022). Es considerado un tipo de maltrato emocional que consiste en causar aflicción a través del internet, haciendo uso de los dispositivos móviles que funcionan con éste, a través de mensajes insultantes u ofensivos, imágenes humillantes o con sentido de burla, comentarios, habladurías y falsos rumores (Cortés, 2020;Ordóñez & Prado-Cabrera, 2019;Verdejo et al, 2015).…”

Section: Ciberbullyingunclassified

Propiedades psicométricas de la Escala de Ciberbullying para agresores durante la educación virtual

Reátegui-Ramírez,

Cabrera-Camacho,

Palomino-Ccasa

2023

RIE

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Se analizan las propiedades psicométricas de la Escala de Ciberbullying para Agresores en adolescentes peruanos. Es una investigación cuantitativa, no experimental, de corte transversal, y diseño instrumental, en el que participaron 1019 adolescentes de ambos sexos, estudiantes de establecimientos educativos públicos de Nivel Secundario, cuyas edades oscilaron de 12 a 17 (M=14; DE=1.56). Los resultados del análisis factorial confirmatorio fueron χ2 = 103.725, p = 0.000, CFI = 0.965, TLI = 0.951 y RMSEA = 0.064. Además, se reporta validez convergente, que muestra correlación moderada entre el ciberbullying y la ciberagresión (r= 0.548; p= 0.00) y un Coeficiente de Omega = 0.94. Concluyendo, la escala queda constituida por 8 ítems que miden el Ciberbullying ocasionado por agresores en un ambiente educativo ya sea presencial o virtual.

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Bullying y cyberbullying escolar en niños y jóvenes adolescentes: un estudio de caso

Cited by 9 publications

References 9 publications

Intercultural Differences between Spain and Italy Regarding School Bullying, Gender, and Age

Intercultural Differences between Spain and Italy Regarding School Bullying, Gender, and Age

Methodological Analysis of the Effect of an Anti-Bullying Programme in Secondary Education through Communicative Competence: A Pre-Test–Post-Test Study with a Control-Experimental Group

Propiedades psicométricas de la Escala de Ciberbullying para agresores durante la educación virtual

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