Bullying y cyberbulling: diferencias entre colegios públicos-privados y religiosos-laicos

Garaigordobil, Maite; Martínez-Valderrey, Vanesa; Páez, Darío; Cardozo, Griselda

doi:10.11144/javerianacali.ppsi13-1.bcdc

Cited by 22 publications

(23 citation statements)

References 14 publications

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“…Moreover, part of the originality and contribution of this study comes from the age of the participants. A better understanding of the predictors and the mechanism of aggressive behavior among adolescents is relevant given the increase of negative affectivity, including depression and dissatisfaction during this stage of development (Angold et al, 2002;Goldbeck et al, 2007), and the elevated prevalence of aggressive manifestations in schools (Garaigordobil et al, 2015;Modecki et al, 2014). Our findings support that our 3-year SEL intervention focused on EI skills training was associated with lower negative affect, as well as decreased feelings of anger and hostility, and with a subsequent reduction in physical and verbal aggression.…”

Section: Discussionsupporting

confidence: 77%

“…What is more, the prevalence of aggressive manifestations in school contexts continues to be discouraging, especially when these aggressions become regular and involve power imbalance (see Modecki, Minchin, Harbaugh, Guerra, & Runions, 2014, for a recent review). This trend has also been a generalized phenomenon in Spanish academic environments, where the most frequent aggressive manifestation continues to be verbal aggression, with no distinction between type of school or context (Garaigordobil, Mart ınez-Valderrey, P aez, & Cardozo, 2015).…”

Section: Aggression Among Adolescentsmentioning

confidence: 99%

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A Three‐Year Emotional Intelligence Intervention to Reduce Adolescent Aggression: The Mediating Role of Unpleasant Affectivity

Castillo-Gualda

Cabello

Herrero

et al. 2017

J of Research on Adolesc

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Adolescents' aggressive behavior is a growing social problem with important implications for psychosocial adjustment. The teaching of emotional skills has an important impact on reducing aggression in schools. However, little scientific evidence has shown the explanatory mechanism through which this training reduces aggression during adolescence. This article aims to provide evidence for the effectiveness of a 3-year longitudinal intervention among adolescents in nine Spanish schools. A total of 476 adolescents participated. Results showed a reduction in physical and verbal aggression in Time 2 through the reduction in negative affect, anger, and hostile feelings, compared with an active control group. The training seems to be crucial for dealing with the emotional and cognitive components of aggression and, thus, their behavioral manifestations.

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Section: Discussionsupporting

confidence: 77%

Section: Aggression Among Adolescentsmentioning

confidence: 99%

A Three‐Year Emotional Intelligence Intervention to Reduce Adolescent Aggression: The Mediating Role of Unpleasant Affectivity

Castillo-Gualda

Cabello

Herrero

et al. 2017

J of Research on Adolesc

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“…Abbotts, Williams, Sweeting and West (2004) found that youth who frequently attend mass were more likely to suffer from bullying. Along these lines, Garaigordobil, Martínez-Valderrey, Páez and Cardozo (2015) found that in the religious centers, there was more bullying and cyberbullying behavior than in the non-religious centers. However, other studies have not found significant relationships between the degree of religiousness and cyberbullying (Fu, Land & Lamb, 2013), thus more in depth studies are necessary on this variable.…”

Section: Discussionmentioning

confidence: 96%

Cyberbullying in the university setting. Relationship with family environment and emotional intelligence

Martínez-Monteagudo

Delgado

Inglés

et al. 2019

Computers in Human Behavior

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Cyberbullying in the university setting. Relationship with family environment and emotional intelligence Currently, the enormous quantity of research on cyberbullying during adolescence contrasts with those studies carried out in the university environment. The objective of this study was to analyze the predictive capacity of family environment and emotional intelligence with regard to cyberbullying in university students. The European Cyberbullying Intervention Project Questionnaire, the Social Climate in the Family Scale and the Trait Meta-Mood Scale-24 were administered to a sample of 1,282 university students (594 men and 688 women) between the ages of 18 and 46 (M = 21.65; DT = 4.25). The results revealed that a deteriorated family environment increases the probability of being both a victim and an aggressor of cyberbullying, whereas a favorable family environment decreases this probability. Likewise, the dimensions of emotional intelligence were predictive variables of participation as victims or aggressors of cyberbullying. The conclusions of this study are of special relevance given that they do not only bring about a problem that has a little knowledge of the university setting, but because they also note that intervention programs should consider the influence of the family environment during the early adulthood period, as well as the relevance of emotional level of these university students.

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“…Whereas some studies have found no differences in bullying between students of public and private schools (Garaigordobil, Martínez-Valderrey, Páez & Cardozo, 2015;García-Continente, Pérez & Nebot, 2010;Khamis, 2015), other studies have concluded that, in the few cases where differences were found, such as social or verbal exclusion, they were more frequent in private schools (Defensor del Pueblo, 2007;León, Felipe, Gómez & López, 2011). In contrast to these, the ISEI-IVEI (2012) report found a higher percentage of victims in public schools in the same direction as other international studies (Shujja, Att & Shujjat, 2014;Topçu, Erdur-Baker & Çapa-Aydin, 2008 and Torres-Cantero (2014) found no differences in victimization between students of public and private schools but it did find higher rates of aggressiveness in public schools in three out of eleven presential behaviours performed (slapping, fighting due to anger, hitting back at someone), and the opposite in a behaviour of verbal aggression (making fun of another person), which was more frequent in subsidized schools.…”

Section: Introductionmentioning

confidence: 98%

Bullying/Cyberbullying en quinto y sexto curso de primaria: diferencias entre centros públicos y privados

Machimbarrena

Garaigordobil

2017

AN PSICOL-SPAIN

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The study aimed to analyse the prevalence of bullying/cyberbullying and to study the level of bullying/cyberbullying suffered, perpetrated and observed in public and private schools. Using a descriptive cross-sectional design, the test "Cyberbullying: Screening of peer harassment” was administered to a sample of 1,993 pupils from the Basque Country attending 5th and 6th grade of elementary school, 49% in public and 51% in private schools. The results revealed that: (1) There were no statistical differences between public or private schools in the percentage of pure-victims, pure-aggressors, bully-victims and observers either in bullying or in cyberbullying; (2) Nevertheless, when analyzing victims or perpetrators in general (not just pure-victims/pure-aggressors), the percentage of students who had suffered physical, verbal, social and psychological abuse; who had physically and verbally assaulted others; and who had observed physical, verbal and psychological aggression was significantly higher in public schools; (3) In public schools, cybervictims suffered significantly more of four out of fifteen cyberbullying behaviours, and cyberobservers also witnessed one behaviour significantly more; (4) The level of abuse suffered in bullying/cyberbullying was significantly higher in public schools, as well as the level of aggressive behaviours observed in face-to-face aggressions. These results reveal that the type of school can be a relevant factor.

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Bullying y cyberbulling: diferencias entre colegios públicos-privados y religiosos-laicos

Cited by 22 publications

References 14 publications

A Three‐Year Emotional Intelligence Intervention to Reduce Adolescent Aggression: The Mediating Role of Unpleasant Affectivity

A Three‐Year Emotional Intelligence Intervention to Reduce Adolescent Aggression: The Mediating Role of Unpleasant Affectivity

Cyberbullying in the university setting. Relationship with family environment and emotional intelligence

Bullying/Cyberbullying en quinto y sexto curso de primaria: diferencias entre centros públicos y privados

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