Auto-ocultación del acoso escolar si se es víctima, agresor o testigo, y su vinculación con el bienestar subjetivo

Abstract

El bullying es un comportamiento muy frecuente y ocurre sin ninguna provocación aparente por parte de quien lo sufre. Con el objeto de analizar cómo influye la auto-ocultación sobre el bienestar subjetivo, cuando se está implicado en situaciones de acoso escolar, se realizó una investigación con una muestra de 299 estudiantes, en centros de Lanzarote (Canarias, España), a través de un diseño correlacional donde cada alumno se auto-identifica como víctima, agresor o testigo. Los participantes tenían una media de 11.81 años (DT=.87), y el 50,2 % eran hombres. Los resultados descriptivos mostraron diferencias significativas respecto a las víctimas, consistentes en menor bienestar subjetivo y mayor auto-ocultación. La auto-ocultación del bullying, frecuencia de acoso escolar y edad, explicaron el 29,1 % de la varianza del bienestar subjetivo de los alumnos. El análisis de mediación moderada constató que a más frecuencia de acoso escolar se produce una mayor auto-ocultación, y que, a su vez, esta mayor auto-ocultación se asoció negativamente al bienestar subjetivo, tanto para las víctimas como para los agresores. En conclusión, los resultados de este trabajo confirman que una elevada auto-ocultación, cuando sucede el acoso, es perjudicial para el bienestar subjetivo.

Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance

“…Other studies have reported similar findings of differences between the genders [27,[68][69][70][71][72][73][74]. The gender of students has been found to be a fundamental variable to consider when studying bullying [56], including cyberbullying [75,76], particularly with regard to internalization and externalization of violent behaviors and attitudes [77], and it is important to include the analysis of the greater vulnerability to bullying in LGTB students [78].…”

“…Finally, a multivariate analysis between the sex variable and each dimension and the total score in the questionnaire confirmed these statistically significant differences, with values of p < 0.001 (Concept dimension F = 876.79, p = 0.000; Perception dimension F = 1662.43, p = 0.000; Skills dimension F = 1165.13, p = 0.000; Total F = 2842.42, p = 0.000). Student gender is a variable to bear in mind both at the preventive level and in specific interventions in situations of bullying and cyberbullying [48][49][50][51]56].…”

“…In addition, strategies need to be developed along with dynamic content for schoolchildren to help them develop conflict resolution skills and emotional intelligence [27]. Working with the peer group is essential [63] in order to ensure that they can get along with each other [64] and avoid self-concealment, which sometimes occurs in cases of harassment [56]. Teaching work is of outstanding importance, and the initial and continuous training of teachers in specific strategies and activities is essential to prevent and intervene in relationship problems between peers [65] from the perspective of victims, aggressors, or witnesses.…”

Study of the Relationship of Bullying with the Levels of Eudaemonic Psychological Well-Being in Victims and Aggressors

“…Among the different actors that appear in bullying situations, the victims of this type of violence present the greatest difficulties and problems related to their involvement in bullying situations. These difficulties can appear in the academic (low performance, absenteeism, dropping out of school), physical (hitting, scratching, pushing, among others) and psychological (low self-esteem and well-being, depression, social isolation and in some cases even suicide) areas [12]. The victim role is statistically related to internalizing and externalizing problems [13], including low psychological well-being and social adjustment and high levels of psychological stress [14].…”