El rol de las prácticas docentes en la prevención de la violencia escolar entre pares

Cuervo, Ángel Alberto Valdés; Martínez–Ferrer, Belén; Carlos-Martínez, Ernesto Alonso

doi:10.1016/j.psicod.2017.05.006

Cited by 33 publications

(25 citation statements)

References 38 publications

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“…Bullying is alarmingly present in schools in Spain and the rest of the world [7,8], both because of the number of students involved, and because of the devastating consequences that it entails. Victims of bullying present mental health problems, including eating disorders, low self-esteem, loneliness,…”

Section: Bullyingmentioning

confidence: 99%

Predicting Bullying through Motivation and Teaching Styles in Physical Education

Montero-Carretero

Barbado

Cervelló

2019

IJERPH

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From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher's supportive style, the students' satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization. poor relationship quality, self-harm, anxiety, symptoms of depression, and suicidal thoughts that are sometimes enacted upon [9,10]. Bullies also suffer from mental health problems such as anxiety, depression, psychosomatic problems, an increased risk of suicide, future relationships with other forms of violence, and risk of excessive alcohol and marijuana use [11,12]. Finally, spectators are not exempt from the consequences, sometimes suffering from distress, anxiety, and depression [13]. Physical Education and BullyingStudents who engage in intimidating behavior do so in an attempt to acquire greater status and a position of power within the group [14]. This end is often achieved at the expense of students with physical weaknesses, a lack of skill in the development of motor tasks [15], and/or differences in their physical constitution, such as obesity or being overweight [16]. In this sense, the subject of PE can particularly expose the most vulnerable students in the eyes of their potential aggressors, both because of the characteristics of the spaces where PE is practiced [2] and because of the subject's demands of public demonstrations. In PE, young people relate to their peers in a very different way from how they relate in other subjects, and there is usually physical contact in PE. Thus, instead of being able to move away from their aggressors, victimized students are forced to interact with them [2]. This reasoning is supported by a study of American students [17], in which it was observed that bullying victims had more hours of PE than non-victimized students, suggesting that PE classes could be a critical space for the development of bullying behaviors. However, these classes could also be an ideal means of detecting and addressing bullying situati...

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Section: Bullyingmentioning

confidence: 99%

Predicting Bullying through Motivation and Teaching Styles in Physical Education

Montero-Carretero

Barbado

Cervelló

2019

IJERPH

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“…Since the pioneering studies carried out by Olweus in the late 1970s, many studies and actions have been carried out to prevent victimization in the school context (see [6][7][8]). In recent years, a set of variables at individual, family, school, and social levels that related positively with school victimization have been routinely identified; for example, greater depressive symptomatology [9], problems in family functioning [10] and in school climate [11], and relations with social integration and relations with the community [12].…”

Section: Introductionmentioning

confidence: 99%

Parental Socialization, Social Anxiety, and School Victimization: A Mediation Model

et al. 2020

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The aim of this study was to examine the relationship between parenting dimensions (involvement/acceptance vs. strictness/imposition) and school victimization, considering the possible mediating role of social anxiety. The sample comprised 887 adolescents (52.3% girls) aged between 12 and 16 (M = 13.84 and SD = 1.22) enrolled at three compulsory secondary education ("ESO" or "Educación Secundaria Obligatoria" in Spanish) schools located in the provinces of Valencia, Teruel and Seville (Spain). A structural equations model was developed using the Mplus 7.4 program. The results obtained indicate that social anxiety mediates the relationship between parenting dimensions (involvement/acceptance vs. strictness/imposition) and school victimization. Finally, the results and their potential theoretical and practical implications are discussed.

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“…Factores relativos a la cultura escolar influyen en la frecuencia y severidad del ciberacoso (Monks et al, 2016). El apoyo docente, un elemento de la cultura escolar, se vincula con la calidad de las relaciones entre los estudiantes (Lee et al, 2008;Valdés et al, 2018). Este apoyo involucra ayudas instrumentales, emocionales e informacionales que los docentes brindan o ponen a disposición de los estudiantes (Malecki y Demaray, 2002; Saylor y Leach, 2009).…”

Section: Factores Personales Relacionados Con El Ciberacosounclassified

Factores asociados al ciberacoso en adolescentes

López¹,

Cuervo²,

Murrieta³

et al. 2019

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El ciberacoso es un problema complejo que afecta el desarrollo psicosocial de los adolescentes. El presente estudio se propuso analizar las diferencias en variables personales, familiares, escolares y comunitarias de estudiantes con y sin conductas de ciberacoso. Se seleccionaron aleatoriamente 1,488 estudiantes de educación media superior de Sonora, 669 (45 por ciento) del sexo masculino (M edad=15.88, DE=2.20 años) y 819 (55 por ciento) del femenino (M edad=15.78, DE=2.22 años). Los resultados del modelo de regresión logística mostraron que la empatía, el apoyo parental, el apoyo docente y los activos de la comunidad disminuyen la probabilidad de ciberacoso, mientras que la violencia familiar y el acoso tradicional favorecen la ciberagresión. Esta información sugiere que la prevención del ciberacoso en la adolescencia debe incluir intervenciones enfocadas en promover el desarrollo socio-emocional y en fortalecer el apoyo social (parental, docente y comunitario) disponible para los adolescentes.

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El rol de las prácticas docentes en la prevención de la violencia escolar entre pares

Cited by 33 publications

References 38 publications

Predicting Bullying through Motivation and Teaching Styles in Physical Education

Predicting Bullying through Motivation and Teaching Styles in Physical Education

Parental Socialization, Social Anxiety, and School Victimization: A Mediation Model

Factores asociados al ciberacoso en adolescentes

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