Efecto de un programa de prevención de ciberacoso integrado en el currículum escolar de Educación Primaria

Buils, Raquel Flores; Miedes, Antonio Caballer; Oliver, Mercedes Romero

doi:10.1016/j.psicod.2019.08.001

Cited by 10 publications

(4 citation statements)

References 35 publications

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“…In any case, the results support the idea that, between the ages of 10 and 13, students who are less aggressive and have an adaptive personality structure are also at risk of suffering from, engaging in and observing cyberbullying. These findings could be considered in the elaboration of cyberbullying prevention programs that are so necessary in the school context [52,53].…”

Section: Discussionmentioning

confidence: 92%

Personality Traits and Aggression as Explanatory Variables of Cyberbullying in Spanish Preadolescents

Escortell

Aparisi

Martínez-Monteagudo

et al. 2020

IJERPH

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There is a growing interest in preventing cyberbullying in youth. However, multiple questions remain as to the relationship between cyberbullying and psychosocial variables. This study examines the relationship between personality traits, aggression and cyberbullying (victims, bullies, victimized bullies and not involved) in 548 Spanish students aged 10 to 13 (50.2% boys). To do so, the Screening of Peer Harassment, the Big Five Questionnaire for Children and the Aggression Questionnaire were used. Logistic regression analyses indicated that the extraversion trait is an explanatory factor for being a victim and openness is a protective factor against being a cyberbully. Agreeableness was found to be a positive predictor of being a cyberbullying victim. Only verbal aggression and anger were included as explanatory factors of being a victim and a victimized bully, respectively. The results are discussed, suggesting their potential implications in the development of preventive programs.

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Section: Discussionmentioning

confidence: 92%

Personality Traits and Aggression as Explanatory Variables of Cyberbullying in Spanish Preadolescents

Escortell

Aparisi

Martínez-Monteagudo

et al. 2020

IJERPH

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“…Existen varias estrategias que los profesores pueden utilizar para prevenir los conflictos entre alumnos en el aula (Flores Buils et al, 2020). Un enfoque eficaz consiste en anticiparse a las posibles fuentes de conflicto y estar preparado para responder de forma proactiva.…”

Section: Introductionunclassified

Estrategias para la prevención de conflictos entre alumnos en el aula

Velastegui Hernández,

Arroba López,

Melo Fiallos

et al. 2023

ConcienciaDigital

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Introducción. Los conflictos entre alumnos en el aula pueden definirse como desacuerdos, discusiones o disputas entre alumnos que perturban el ambiente de aprendizaje. Mediante la aplicación de estrategias para la prevención de conflictos entre alumnos, los profesores pueden crear un entorno de aprendizaje más positivo y productivo para todos los estudiantes. Existen varias estrategias que los profesores pueden utilizar para prevenir los conflictos entre alumnos en el aula. Implica la creación de una cultura de aula que valore el respeto, la empatía y la comunicación abierta, así como el establecimiento de unas expectativas claras de comportamiento y de las consecuencias de su incumplimiento. Cuando surgen conflictos, es esencial abordarlos con prontitud y eficacia. Los profesores pueden ayudarles a desarrollar las habilidades y actitudes necesarias para resolver conflictos de forma eficaz y respetuosa. Objetivo. Conceptualizar estrategias para la prevención de conflictos entre alumnos en el aula. Metodología. Para la metodología propuesta contiene diez pasos: 1. Diseño de la investigación. 2. Tipo de investigación. 3. Nivel de investigación. 4. Modalidad de investigación. 5. Métodos, procedimientos y técnicas de investigación, contemplando. 6. Población o grupo de estudio. 7. Criterios de inclusión. 8. Criterios de exclusión. 9. Criterios de eliminación. 10. Aspectos. Resultados. Los resultados obtenidos se detallan a continuación: Establecer expectativas y normas claras. Fomentar relaciones positivas. Utilizar técnicas eficaces de gestión del aula. Fomentar la comunicación abierta. Enseñar técnicas de resolución de conflictos. Abordar la intimidación y el acoso. Ofrecer oportunidades de colaboración. Tener en cuenta las necesidades individuales de cada alumno. Evaluar y ajustar las estrategias. Conclusión. Los conflictos entre alumnos en el aula pueden prevenirse mediante diversas estrategias. Estas estrategias incluyen el establecimiento de expectativas y normas claras, la promoción de relaciones positivas, y otras considerando la promoción de oportunidades para la colaboración y la consideración de las necesidades individuales de los estudiantes. La mejora continua de las estrategias de prevención de conflictos es la última estrategia clave para prevenir los conflictos de los alumnos en el aula. Esto implica un compromiso con el desarrollo profesional continuo, la búsqueda de nuevos recursos e información, y mantenerse al día con las últimas investigaciones y las mejores prácticas en este campo. Área de estudio general: Educación. Área de estudio específica: Prevención de conflictos en el aula.

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“…For this reason, this work gives continuity to those studies mentioned above, predicting the cyberbullying that students may suffer in schools. There are several studies that have worked on the prediction of cyberbullying (Barlett et al, 2017(Barlett et al, , 2021Ortega-Barón, 2017;Beltrán-Catalán et al, 2018;Flores et al, 2019;Orue and Calvete, 2019;Wang and Ngai, 2020) and consider that anonymity, insensitive traits, and moral disconnection are predictive attitudes. Directive leaders of the centers and the teaching staff could estimate and prevent potential bullying and cyberbullying situations.…”

Section: Introductionmentioning

confidence: 99%

Predictive Model of The Factors Involved in Cyberbullying of Adolescent Victims

2022

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The development of Information and Communication Technologies has favored access to technological resources in adolescents. These tools provide access to information that can promote learning. However, they can also have a negative effect against people, as they can be used with other functionality, in which cyberbullying situations are caused during the interactions that arise when using social networks. The objective of this study was to determine the predictive value of the role of cyberbullying victims based on variables related to other roles involved in cyberbullying and bullying (aggressors and witnesses), as well as personal characteristics (sex and age), contextual characteristics (type of educational school in which they are attending) and positive teamwork habits. (cooperation, responsibility, dialogue, listening, respect). Information was collected from 227 students of the educational stages of Primary Education and Secondary Education, aged between 11 and 15 years, in a city with a high index of cultural diversity. The step-by-step technique was used to build the regression model. The results indicate that the model has a good goodness of fit coefficient (adjusted R2: 0.574; p < 0.001). The role of cyberbully is the most important predictive variable of the role of the victim in cyberbullying and, to a lesser extent, the role of the witness in cyberbullying, the role of the witness in bullying, and the role of the victim of bullying. The role of the bullying aggressor and the variables sex, age, type of educational center, and teamwork habits are excluded in the predictive model.

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Efecto de un programa de prevención de ciberacoso integrado en el currículum escolar de Educación Primaria

Cited by 10 publications

References 35 publications

Personality Traits and Aggression as Explanatory Variables of Cyberbullying in Spanish Preadolescents

Personality Traits and Aggression as Explanatory Variables of Cyberbullying in Spanish Preadolescents

Estrategias para la prevención de conflictos entre alumnos en el aula

Predictive Model of The Factors Involved in Cyberbullying of Adolescent Victims

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