Violencia Escolar en La Adolescencia: Diferencias Por Género, Edad Y Tipo De Centro

Campos, Begoña Nieto; Juste, Margarita R. Pino; Rodríguez, Víctor Domínguez

doi:10.17060/ijodaep.2017.n1.v2.930

Cited by 2 publications

(2 citation statements)

References 11 publications

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“…Furthermore, among the 30 students with the highest number of incidence parties, there were only four female students. These data show that male students manifest more inappropriate behaviors than female students, a fact that coincides with other investigations, such as Campos, Juste & Rodríguez [45], Velasco & Álvarez-González [46], Ombudsman reports [3], Postigo et al [47], Cerezo & Ato [48]; Hoff et al [49] and Villarreal-González et al [50].…”

Section: Discussionsupporting

confidence: 90%

Conflicts and Sustainability of Coexistence in Secondary Education: An Ethnographic Study in Spain

et al. 2021

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In the last two decades, school coexistence in Spain has suffered an important deterioration with consequences in the quality of working life and the health of teachers, as well as in the academic performance of students. Educational administrations have promoted actions to improve it; however, the results have not been positive. To give a more adequate answer we must know in depth the scope of the problem. The objective of this study was to analyze the most common types of conflicts, the degree of incidence of each one and how they are distributed among students, as well as to determine the most important underlying cause according to the teachers. The field work was carried out during the 2018/2019 academic year, in a Secondary School located in the south of the Valencian Community (Spain). The student population was 1040, 532 women and 508 men. The research followed a mixed, qualitative, and quantitative methodology, making use of in-depth interviews with the teaching staff, participant observation and a quantitative analysis of 1501 incidents that were reported throughout the academic year. The results show us differences by sex: 84% of the incidents are produced by male students and 16% by female students. Incident distribution is very uneven among the different courses. Of the center’s problems, 88.14% are concentrated in the first two years of Compulsory Secondary Education. It is remarkable that 51% of the problems are generated by only 3% of the students, mostly men and with a significant academic disinterest; therefore, it is a very small number of students, but with a great impact on coexistence.

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Section: Discussionsupporting

confidence: 90%

Conflicts and Sustainability of Coexistence in Secondary Education: An Ethnographic Study in Spain

et al. 2021

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“…En un estudio realizado con adolescentes españoles en la provincia de Granada se encontró que las manifestaciones de bullying son similares en escuelas públicas y privadas (Sánchez et al, 2018). No obstante, otro estudio realizado en Galicia reporta una mayor proporción en escuelas públicas en comparación a las privadas (Nieto et al, 2017).…”

Section: Bullyingunclassified

Factores vinculados al bullying en escolares de Córdoba, Argentina

Cardozo

2021

Liberabit

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Antecedentes: el bullying es un problema complejo por lo que las investigaciones sugieren poner el foco en las características individuales de los adolescentes, así como explorar aquellos contextos que inciden en su desarrollo, como el familiar y escolar, adoptando una visión ecológica. Objetivo: indagar los factores individuales (comportamientos prosociales/antisociales) y las características de los contextos familiares y escolares vinculados a la conducta de bullying en adolescentes escolarizados de escuelas públicas y privadas de la ciudad de Córdoba. Método: se administró una batería de test para medir las variables en estudio a 3500 adolescentes entre 11 y 20 años. Se realizó un análisis de correspondencia múltiple. Resultados: se detectan dos dimensiones que explican un 36.47% de la variabilidad de los datos, como ejes estructurales del espacio de las representaciones, que identifican los patrones sobre los que se discriminan los roles implicados en el bullying. Se verifica que las víctimas comparten más características con los no implicados y los agresores con el grupo denominado víctimas-agresores, constatando que los roles ante el acoso no son excluyentes. Conclusión: la identificación de los diferentes factores se constituye en un insumo valioso para el diseño de intervenciones orientadas a la prevención.

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Violencia Escolar en La Adolescencia: Diferencias Por Género, Edad Y Tipo De Centro

Cited by 2 publications

References 11 publications

Conflicts and Sustainability of Coexistence in Secondary Education: An Ethnographic Study in Spain

Conflicts and Sustainability of Coexistence in Secondary Education: An Ethnographic Study in Spain

Factores vinculados al bullying en escolares de Córdoba, Argentina

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