Incidencia de los distintos tipos de violencia escolar en Educación Primaria y Secundaria

Rodríguez, Víctor Domínguez; Deaño, Manuel Deaño; González, Fernando Tellado

doi:10.17811/rifie.49.4.2020.373-384

Cited by 11 publications

(18 citation statements)

References 27 publications

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“…Likewise, men have higher aggressive levels than women in both their manifest and relational expressions. Similar results are consistent with most research studies on sex differences related to aggressive behaviour [ 21 , 34 , 35 , 36 , 37 , 38 , 39 , 40 ]. In contrast, these findings are opposed to those reflected in the study by Blasco and Orgilés [ 41 ], who found that women were more inclined to physical aggression than men in a population of football players between 7 and 17 years old.…”

Section: Discussionsupporting

confidence: 92%

Linking Emotional Intelligence, Physical Activity and Aggression among Undergraduates

Ubago-Jiménez

Cepero-González

Martínez-Martínez

et al. 2021

IJERPH

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Several indicators are strongly related to health and well-being in university students, such as emotional intelligence and physical activity. At the same time, some qualities threaten it and are incompatible with students’ adaptation to society in general, such as aggressive behaviours. The aim of this research is to analyse the relationship established between emotional intelligence using TMMS-24, physical activity, using IPAQ, and aggression behaviours in university students. For this purpose, a descriptive, cross-sectional and non-experimental study was developed with 932 undergraduates (M = 20.55; SD = 3.673). The findings highlight how emotional intelligence and physical activity practice decrease violent behaviour in university students. In addition, men tend to have more aggressive behaviours than women as well as the relation between physical activity and emotional intelligence is stronger in all its dimensions. Results highlight the importance of including emotional intelligence programs in order to enable undergraduate well-being.

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Section: Discussionsupporting

confidence: 92%

Linking Emotional Intelligence, Physical Activity and Aggression among Undergraduates

Ubago-Jiménez

Cepero-González

Martínez-Martínez

et al. 2021

IJERPH

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“…Previous studies have already pointed out the importance of monitoring spaces that are not controlled by adults since these are places where more violent behavior occurs among peers (Landazabal & Ramirez, 2009). These results are also reflected by studies conducted in later secondary school years (Domínguez Rodríguez et al, 2020), underscoring the need for teachers to be able to identify early manifestations of violence to address them (Santana, 2018).…”

Section: Discussionmentioning

confidence: 82%

“…These results are also reflected by studies conducted in later secondary school years (Domínguez Rodríguez et al, 2020), underscoring the need for teachers to be able to identify early manifestations of violence to address them (Santana, 2018).…”

Section: Discussionmentioning

confidence: 93%

“…Therefore, it seems advisable to train teachers in strategies for managing these behaviors in the classroom (Fernández‐García & Torrejo‐Seijo, 2006). As Domínguez Rodríguez et al (2020) point out, having evidence on how violence in schools differs according to gender and age helps to lay the foundations for professional teaching activities to improve coexistence in schools.…”

Section: Discussionmentioning

confidence: 99%

“…From a multivariate perspective, differences have been found between the perceptions of boys and girls, data according to (Archer & Coyne, 2005; Dominguez‐Alonso et al, 2019; Domínguez Rodríguez et al, 2020). Boys perceive greater violence from teachers toward students.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Violent behavior in primary education: Evolution from 9 to 12 years old as a function of gender

López‐Goñi,

Haro,

Peñalva‐Vélez

et al. 2024

Psychology in the Schools

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The objectives of this study were to establish the frequency of violent behaviors present in primary education (PE), to determine differences based on students' grade and gender, and to assess the evolution of behaviors between the fourth and sixth grades of PE. The research design was a cohort longitudinal ex post facto study with three measures. Data was collected at three different moments across fourth, fifth, and sixth grades of PE. The sample was composed of all the students of three public centers located in three localities of Autonomous Community of Navarra (Northern Spain). The centers had to present similar characteristics to each other and to the population of Navarra. The first three centers contacted agreed to participate. The sample was composed of 236 students (110 girls) in PE. Students completed the instrument School Violence Questionnaire‐Revised. A descriptive analysis, a bivariate analysis, and a logistic regression model were performed. A gradual increase in the perception of different violent behaviors with differences between boys and girls was found. In fourth grade, there was hardly any perception of information and communication technology‐related violence; it then increased until sixth grade. Boys perceived more violence from teachers toward students and among peers. Girls perceived more violent behavior between fourth and fifth grade. Preventive interventions targeting digital violence should be developed at this stage. Considering the differences found according to gender and age, it is highlighted the need to train the educative community in different areas, such as emotional competencies, school coexistence, and the detection and prevention of violent behavior.

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Workplace Violence: Impact on the Commitment and Involvement of Nurses at Work

Abal

Climent‐Rodríguez

Vaca-Acosta

et al. 2023

Journal of Nursing Management

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Objective. To analyse the relationship between workplace violence and work engagement in nursing professionals. Background. Violence in the workplace has become a phenomenon of growing concern. Nursing professionals are one of the most exposed groups to this type of violence. Method. A descriptive cross-sectional study was carried out on a national sample of Spanish nurses by means of convenience, non-probabilistic sampling. A questionnaire was administered that collected sociodemographic variables, the Utrecht Work Engagement Scale (UWES-9), and an “ad hoc” scale on violence in the workplace. Results. 1648 active nursing professionals participated in this study. The participants obtained higher scores in the “dedication” variable. It was observed that 42.17% had personally suffered some type of aggression or violence at work. Verbal aggression was the most frequent type of reported violence. Nurses who experience violence, threat, and psychological harassment showed lower levels of work engagement than those who did not. In the case of those who experience sexual harassment and those who do not, the values for the UWES-9 were similar. Conclusions. Having personally experienced violence, threats or psychological harassment can negatively affect nurses’ work engagement, the most common acts of violence being verbal and often perpetrated by family members and patients. Implications for Nursing Management. Adequate tools are not still being used to ensure that the assaulted professionals are adequately assisted by their institutions.

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Incidencia de los distintos tipos de violencia escolar en Educación Primaria y Secundaria

Cited by 11 publications

References 27 publications

Linking Emotional Intelligence, Physical Activity and Aggression among Undergraduates

Linking Emotional Intelligence, Physical Activity and Aggression among Undergraduates

Violent behavior in primary education: Evolution from 9 to 12 years old as a function of gender

Workplace Violence: Impact on the Commitment and Involvement of Nurses at Work

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