Victimización en la escuela: relación de la crianza y variables funcionales- disfuncionales del desarrollo

García, Paula Samper; Mestre-Escrivá, Vicenta; Malonda, Elisabet; Mesurado, Belén

doi:10.6018/analesps.31.3.173291

Cited by 23 publications

(21 citation statements)

References 33 publications

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“…That is to say that the perception of support in this case serves on the one hand as a protective factor against emotional instability and on the other as a strengthening factor of empathic concern or concern others (Samper-García et al, 2015). This is not the case with adolescent offenders where parental support, especially from the father, is lower than that of non-offenders, accompanied by greater negligence and permissiveness, which is likely to diminish emotional development, causing the lack of support to directly affect a greater externalization of behaviors such as aggression (Gámez-Guadix et al, 2010; Mestre et al, 2010; Calvete et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Parenting Styles, Prosocial, and Aggressive Behavior: The Role of Emotions in Offender and Non-offender Adolescents

Llorca

Richaud²,

Malonda

2017

Front. Psychol.

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The aim is to analyse the parenting styles effects (acceptance, negative control and negligence) on prosociality and aggressive behavior in adolescents through the mediator variables empathy and emotional instability, and also, if this model fits to the same extent when we study adolescents institutionalized due to problems with the law and adolescents from the general population, and at the same time, if the values of the different analyzed variables are similar in both groups of adolescents. We carried out a cross-sectional study. 220 participants from schools in the metropolitan area of Valencia took part in the study. Also, 220 young offenders took part recruited from four Youth Detention Centres of Valencia, in which they were carrying out court sentences. The age of the subjects range from 15-18 years. The results indicate that the emotional variables act as mediators in general, in the non-offender adolescents, but it has been observed, in the offender adolescents, a direct effect of support on aggressive behavior in a negative way and on prosociality in a positive way; and of negligence on aggressive behavior and of permissiveness on prosociality in a negative way.

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Section: Discussionmentioning

confidence: 99%

Parenting Styles, Prosocial, and Aggressive Behavior: The Role of Emotions in Offender and Non-offender Adolescents

Llorca

Richaud²,

Malonda

2017

Front. Psychol.

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“…This fact highlights the importance of emotion regulation for psychological adjustment and for the quality of interpersonal relationships (Samper-García, Mestre-Escrivá, Malonda, & Mesurado, 2015). In addition, the development of emotional skills that are typical of EI (paying attention, understanding, and knowing how to manage emotions) can reduce the risk in adolescent cybervictims of eventually developing psychological problems as a consequence of cyberbullying (Extremera, Quintana-Orts, Mérida-López, & Rey, 2018).…”

Section: Introductionmentioning

confidence: 99%

Psychological adjustment in cybervictims and cyberbullies in secondary education

Cañas

Estévez²,

Marzo

et al. 2019

AN PSICOL-SPAIN

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El auge de las agresiones cibernéticas entre estudiantes de secundaria y la importancia de ciertas variables de ajuste psicosocial para la comprensión de este tipo de conducta violenta, tanto en agresores como en víctimas, plantean como objetivo en el presente trabajo analizar el perfil psicosocial de ambos implicados en situaciones de ciberagresión. Las variables de ajuste analizadas fueron autoconcepto, estrés percibido, soledad, sintomatología depresiva, ansiedad social, satisfacción con la vida e inteligencia emocional. A partir de una muestra de 1318 adolescentes (47% chicos), de entre 11 y 18 años, se establecieron tres grupos de contraste para cibervíctimas (víctimas severas, moderadas y no cibervíctimas) y tres grupos para ciberagresores (ciberagresores severos, moderados y no ciberagresores). El análisis de varianza mostró que los implicados presentan perfiles psicosociales diferentes y deteriorados. Las cibervíctimas severas mostraron mayor estrés percibido, soledad, depresión y ansiedad social, y menor autoconcepto, satisfacción con la vida e IE, en comparación con las no cibervíctimas. Los ciberagresores severos mostraron mayor estrés percibido, soledad y depresión, y menor autoconcepto y satisfacción con la vida, comparativamente con los no ciberagresores. Estos resultados permiten profundizar en la comprensión del ciberacoso entre estudiantes y mejorar los programas preventivos y de intervención en escuelas. The rise of cyberbullying among high school students and the importance of certain variables of psychological adjustment for the comprehension of this type of violent behavior both in bullies and in victims. This work aims to analyze the psychological profile of individuals involved in situations of cyberbullying, both victims and bullies. The adjustment variables analyzed were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 18 years (M = 13.8, SD = 1.32), three contrast groups were established for cybervictims (severe cybervictims, moderate cybervictims, and non-cybervictims) and three groups for cyberbullies (severe cyberbullies, moderate cyberbullies, and non-cyberbullies). The results obtained through analysis of variance showed that both cybervictims and cyberbullies show deterioration in most of the studied dimensions, albeit with a different profile. Severe cybervictims showed higher scores in perceived stress, loneliness, depression, and social anxiety, and lower scores in self-concept, life satisfaction, and emotional intelligence, in comparison with non-cybervictims. Severe cyberbullies obtained higher scores in perceived stress, loneliness, and depression, and lower scores in self-concept and life satisfaction, compared to non-cyberbullies. These results allow deepening our comprehension of cyberbullying among students to improve preventive and intervention programs in schools.

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“…The dimensional approach has also shown that both the use of psychological control and the lack of supervision by parents are risk factors that increase the likelihood of children bullying their peers or being victimized by them (Gómez-Ortiz et al 2016;Samper-García et al 2015;Holt et al 2008;Hong et al 2017). As for disclosure, it has been found that children who voluntarily confide in their parents and enjoy good communication with them, as well as those that grow up in a positive, warm, loving environment in which the child's autonomy is encouraged, are less likely to get involved in bullying and cyberbullying (Gómez-Ortiz et al 2014;Larrañaga et al 2016;Murphy et al 2017;Offrey and Rinaldi 2017;Stavrinides et al 2015;Fousiani et al 2016;Low and Espelage 2013).…”

Section: Introductionmentioning

confidence: 99%

The Role of Family in Bullying and Cyberbullying Involvement: Examining a New Typology of Parental Education Management Based on Adolescents’ View of Their Parents

et al. 2019

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The influence of the family in children’s involvement in bullying and cyberbullying has been well documented. However, previous research into this relationship seems to have overlooked recent social changes, which have affected the family context. The aim of this study is to put forward a categorization of the current educational management of Spanish parents and examine how this is linked to their children’s involvement in bullying and cyberbullying. To achieve this, 2060 schoolchildren from the South of Spain (47.9% girls with mean age = 14.34) answered four questionnaires including the Scale for the Assessment of the Parenting Styles of Adolescents’ Mothers and Fathers, the Discipline Dimensions Inventory, the European Bullying Intervention Project Questionnaire, and the European Cyberbullying Intervention Project Questionnaire. The Cluster Analysis results revealed a typology containing six styles: permissive, authoritarian, strict, normative democratic, indulgent democratic, and punitive democratic. Lower levels of victimization and aggression in bullying and cyberbullying were found to be linked to the indulgent democratic or normative democratic styles and higher levels to the authoritarian and strict styles. The value of parents’ educational practices and how they are combined in general styles, since these are elements that can predispose or prevent adolescent’s involvement in bullying and cyberbullying, is discussed.

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Victimización en la escuela: relación de la crianza y variables funcionales- disfuncionales del desarrollo

Cited by 23 publications

References 33 publications

Parenting Styles, Prosocial, and Aggressive Behavior: The Role of Emotions in Offender and Non-offender Adolescents

Parenting Styles, Prosocial, and Aggressive Behavior: The Role of Emotions in Offender and Non-offender Adolescents

Psychological adjustment in cybervictims and cyberbullies in secondary education

The Role of Family in Bullying and Cyberbullying Involvement: Examining a New Typology of Parental Education Management Based on Adolescents’ View of Their Parents

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