School aggression in adolescence: Examining the role of individual, family and school variables

Jiménez, Teresa; López, Estefanía Estévez

doi:10.1016/j.ijchp.2017.07.002

Cited by 57 publications

(53 citation statements)

References 33 publications

(31 reference statements)

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“…Además, se analiza de manera transversal el papel del género en este fenómeno. Esta investigación forma parte de una estudio más amplio, el proyecto de investigación Bizkume 1 , en el que se han analizado las asociaciones del clima familiar, escolar y el rendimiento académico con seis conductas de riesgo desde una perspectiva ecológico-sistémica (Espelage, 2014;Jiménez y Estévez, 2017; Ruiz-Narezo, González de Audikana, Fonseca y Santibáñez, 2014).…”

Section: Introducción Y Estado De La Cuestiónunclassified

Acoso escolar: adolescentes víctimas y agresores. La implicación en ciclos de violencia

Ruiz-Narezo

Gruber

Martínez³

2020

Bordón

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INTRODUCCIÓN. Se analizan, desde una perspectiva ecológico-sistémica, las asociaciones múltiples entre la conducta de acoso escolar o bullying y otras conductas de riesgo violentas, teniendo en cuenta el género y el itinerario educativo. MÉTODO. Se trata de un estudio descriptivo y relacional de corte transversal que analiza los resultados obtenidos de la aplicación de un cuestionario, anónimo y de autorregistro a una muestra de 433 personas de Educación Secundaria Obligatoria (ESO) y Formación Profesional Básica (FPB) de 4 centros educativos del Gran Bilbao. RESULTADOS. Existen diferencias en el acoso escolar en función del género, observándose una mayor prevalencia entre los chicos de ESO, y no contemplando diferencias significativas con el alumnado de FPB. Existe también vinculación, tanto en chicos como en chicas, en la victimación y reproducción de la violencia escolar, siendo en muchos casos agresores/as y víctimas al mismo tiempo. Además, se ha observado que ser víctima de acoso escolar está asociado con la implicación en otras conductas violentas como el maltrato en las relaciones de pareja o la conducta antisocial, así como con la violencia ejercida en el ámbito escolar, observándose diferencias en función del género. DISCUSIÓN. Se discuten los datos obtenidos con otros estudios realizados y se incorpora el concepto de “ciclos de violencia” en los que se dan cita tanto los roles como las conductas de riesgo violentas. De tal manera que una misma persona se implica en diversas conductas violentas, bullying, ciberbullying, violencia con sus parejas o conductas antisociales o infractoras y con diversos roles (agresor/a y víctima), siendo un área de estudio que podría enmarcar diferentes intervenciones socioeducativas con los adolescentes al contemplarles no únicamente como víctimas o agresores/as, sino ante la posibilidad de encontrarnos frente a las denominadas víctimas-agresoras (doble rol) y la implicación de las mismas en diversos tipos de violencias.

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Section: Introducción Y Estado De La Cuestiónunclassified

Acoso escolar: adolescentes víctimas y agresores. La implicación en ciclos de violencia

Ruiz-Narezo

Gruber

Martínez³

2020

Bordón

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“…Family climate refers to the psychosocial and institutional family characteristics and its settings [34] and can be conceptualized as the perception and interpretation of the inner world of the family and its relationships [35]. A positive family climate promotes cohesion [30], support, trust, and closeness among family members, favouring empathic and open family communication dynamics [36,37], and offers psychosocial resources to adolescents for the construction of a healthy self-concept [36,38].…”

Section: Introductionmentioning

confidence: 99%

Adolescents’ Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender

Povedano-Díaz

Rivas

Vera-Perea

2019

IJERPH

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This study analyzes the direct relationships between classroom and family context and adolescent students’ life satisfaction (LS) and the indirect relationships between these same variables through adolescents’ academic, family, and social self-concept from a gender perspective. In the theoretical model, we assume that the quality of the parent—child relationship affects adolescents’ LS both directly and indirectly through their self-concept. We assume that the quality of the classroom climate also affects adolescents’ LS through their self-concept. The sample consisted of 2373 adolescents (49.8% girls) aged 12 to 18 years (mean (M) = 14.69, standard deviation (SD) = 1.82). A structural equation model was tested to analyse the relationship between the variables. Subsequently, multigroup analysis was performed to determine the structural invariance of the model as a function of gender. The chi square and T-student test was 71.66. Results revealed a direct positive relationship between family environment and LS. Family and classroom environment were indirectly related to LS through their relationship with academic, family, and social self-concept. The result of multigroup analysis supports the structural invariance of the model in both sexes; therefore, the expected relationships are the same for boys and girls, making the model more generalizable and applicable. The practical and theoretical implications are discussed.

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“…Adolescence is a developmental period characterized by experimentation and sensations seeking associated to impulsivity [21]. On the other hand, aggressions among teenagers are associated to individual, academic, family and social factors [22]. Aggressive behaviors are connected to personal al social values [23,24].…”

Section: Variables Related To Aggressive Behaviormentioning

confidence: 99%

Family Functioning, Emotional Intelligence and Values: Analysis of the Relationship with Aggressive Behavior in Adolescents

Fuentes¹,

Molero²,

Barragán³

et al. 2018

Preprint

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Aggressive behavior in adolescence is influenced by a diversity of individual, family and social variables. The purpose of this study was to analyze the relationship between family functioning, emotional intelligence and values for development of different types of aggression, as well as to establish profiles according to the predictor variables of aggression. To do this, a sample of 317 high school students aged 13 to 18 were administered the Peer Conflict Scale, the Family Functionality Scale, the Brief Emotional Intelligence Inventory for Senior Citizens and the Values for Adolescent Development Scales. The study showed that stress management, positive adolescent development and family functioning predominated in nonaggressive subjects with higher scores than aggressors. There was also a negative relationship between the different types of aggression and emotional intelligence, positive values and family functioning. In addition, two different profiles were found. The first had low scores on all the variables, while the second profile had higher scores on all the variables except family functioning which was higher.

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School aggression in adolescence: Examining the role of individual, family and school variables

Cited by 57 publications

References 33 publications

Acoso escolar: adolescentes víctimas y agresores. La implicación en ciclos de violencia

Acoso escolar: adolescentes víctimas y agresores. La implicación en ciclos de violencia

Adolescents’ Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender

Family Functioning, Emotional Intelligence and Values: Analysis of the Relationship with Aggressive Behavior in Adolescents

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