Student profile not involved in bullying: description based on gender stereotypes, parenting practices, cognitive-social strategies and food over-intake

Abstract

El objetivo de la investigación es identificar las características del alumnado que no participa en episodios de bullying en función de estereotipos de género, crianza; actitudes y estrategias cognitivas sociales y sobre-ingesta alimentaria. En el estudio participaron 1190 alumnos de educación básica de once escuelas públicas del Estado de México, México. Investigación cuantitativa, con estudio descriptivo y diseño transversal. Se recogieron datos a partir de cinco instrumentos que miden las variables de estudio: bullying, estereotipos de género, crianza, estrategias cognitivas sociales, sobre-ingesta alimentaria. Los resultados permitieron identificar cinco tipos de alumnos (víctimas de violencia escolar; víctimas de bullying; bully; doble rol y no involucrados), los contrastes de medias a través del ANOVA de un factor, identificó diferencias significativas en los grupos con respecto a cada una de las variables estudiadas. Se concluye que el alumnado que no se involucran en episodios de bullying, tienen más hábitos de salud, más habilidades sociales que facilitan adaptación al contexto social, sin identificarse con estereotipos tradicionales como el femenino y el machismo. Con respecto a la crianza de sus padres, se identifica que no son educados a través de prácticas de crianza inefectivas como el maltrato. Los resultados describen características definitorios del alumnado que no se involucra en episodios de bullying, lo que será de gran utilidad para la elaboración de programas de prevención e intervención. The objective of the research is to identify the characteristics of students who do not participate in bullying episodes (called “not involved”), in function of gender stereotypes, parenting styles; attitudes and social cognitive strategies and food intake. The study involved 1190 elementary school students, from eleven public schools in the State of Mexico, Mexico. Quantitative research, with descriptive study and cross-sectional design. Data were collected from five instruments that measure the study variables: bullying, gender stereotypes, parenting styles, social cognitive strategies, food intake. The results identified five types of students (victims of school violence; victims of bullying; bully; double role and not involved), the contrasts for one-way ANOVA of a factor, identified significant differences in the groups with respect to each of the variables studied. It is concluded that students who do not engage in bullying episodes (not involved), have more health habits, more social skills that facilitate adaptation to the social context, without identifying with traditional stereotypes such as traditional feminine and machismo. With regard to parenting, it is identified that they are not educated through ineffective parenting practices such as abuse. The results of this study describe defining characteristics of students who do not engage in bullying episodes, which will be very useful for the development of prevention and intervention programs.

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

“…These stereotypes are assimilated from an early age. Therefore, it would be logical for intervention strategies against bullying to be directed at challenging and dismantling these deeply rooted sexist stereotypes in society [44].…”

The Social Cognitions of Victims of Bullying: A Systematic Review

“…In studies examining specific bully-roles, traditional victims and not cyber-victims might have slightly higher levels of affective empathy, whereas only cyber-victims might have slightly higher levels of cognitive empathy when compared to outsiders or non-involved peers (Arató et al, 2020;Martínez et al, 2020). A third study, however, found that victims, compared to non-involved peers, had lower self-reported empathy (Mendoza-González et al, 2020). Some studies (9 out of 44), not comparing bullying roles, found that victimization related to less affective empathy (Chan & Wong, 2015), less cognitive empathy (Nasaescu et al, 2018;Williford et al, 2016) and less general empathy (Farrell et al, 2018;Jenkins et al, 2016Jenkins et al, , 2017Malti et al, 2010;Pistella et al, 2020;Yudes et al, 2020).…”

Estructuras discursivas de los programas de prevención del bullying en España (1997-2017)

“…Los resultados del estudio, complementan lo identificado en otras investigaciones (Mendoza et al, 2020), en las que señalan que "se deben dirigir esfuerzos para que, en escuelas y familias, principales micro sistemas de la sociedad, sean los que transmitan una educación a niños, niñas y jóvenes en la que incluyan comportamientos y actitudes, (...) que ayudarán a responder de forma integral a las exigencias de la sociedad actual". (p. 489) La implementación de programas de prevención del bullying es esencial para crear un entorno escolar seguro, promover valores de empatía y respeto, mejorar el rendimiento académico, prevenir problemas de conducta y proteger el bienestar de los estudiantes.…”