Conexiones entre la victimización en el acoso escolar y la satisfacción-frustración de las necesidades psicológicas básicas de los adolescentes

Abstract

The aim of this study is to analyse the connection between bullying and the dichotomy satisfactionfrustration of the basic psychological needs in adolescents. A total of 1845 students from Secondary Education (928 boys and 917 girls), and Baccalaureate-Year 1 (n = 278), aged between 12 and 17 (M = 14.51, SD = 1.55), from 16 schools of four Spanish provinces participate in the study. Students complete the Psychological Needs Satisfaction-Frustration Scale and the subscale Victimization from the European Bullying Intervention Project Questionnaire concerning three subjects: Mathematics, Spanish Language and Literature and Physical Education. Results from the structural equation analysis reflect that victimization negatively predicts the satisfaction of the three basic psychological needs of competence, relatedness and autonomy, and positively their frustration in the three subjects. These results show the importance of creating educative contexts oriented to promote an increase of the students' basic psychological needs of autonomy, relatedness and competence to prevent and/or lessen the possible effects of bullying in their victims.

The Influence of Parental Knowledge and Basic Psychological Needs Satisfaction on Peer Victimization and Internet Gaming Disorder among Chinese Adolescents: A Mediated Moderation Model

“…BPNS can be impaired by peer victimization [38,39], given that, when adolescents suffer from peer victimization, they cannot establish intimate relationships with their peers, and their development of competence and control over their lives is damaged. Therefore, adolescents' needs for relatedness, autonomy, and competence are unfulfilled or frustrated.…”

Psychological Wellbeing in Physical Education and School Sports: A Systematic Review

“…Similar results are reported by Molina, Gutiérrez, Segovia & Hopper [48], who identified a relationship between the implementation of a sports programme and improved basic psychological needs, social relationships and responsibility. In addition, Menéndez-Santurio, Fernández-Río, Cecchini & González-Villora [49] confirm that students who have low wellbeing rates due to victimisation and bullying at school have low levels of satisfaction of basic psychological needs, which supports the relationship between wellbeing, basic psychological needs and self-determination put forward by various authors [12,50,51]. It is important to note that the majority of the studies reviewed used multiple forms of physical activity, such as dance, active play and modified sports, and do not use conventional sports to promote wellbeing.…”