School collective efficacy and passive bystanding in bullying. A chain mediation model of school justice and sense of community

• Ana Carolina Reyes-Rodríguez ^[2] ; Angel Alberto Valdés-Cuervo ^[2] ; Agustín Morales-Álvarez ^[2] ; Lizeth Guadalupe Parra-Pérez ^[2] ; José Néstor Peraza-Balderrama ^[1]
  1. [1] Universidad Pedagógica Nacional

     Universidad Pedagógica Nacional

     México

     
  2. [2] Technological Institute of Sonora
• Localización: Revista Latinoamericana de Psicología, ISSN 0120-0534, Vol. 56, Nº. 1, 2024, págs. 251-259
• Idioma: inglés
• DOI: 10.14349/rlp.2024.v56.25
• Títulos paralelos:
  • Eficacia escolar colectiva y el espectador pasivo en el bullying. Un modelo secuencial de mediación de la justicia y el sentido de comunidad escolar
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción: El estudio de los factores que disminuyen la respuesta pasiva de los espectadores es crucial en la prevención del bullying, sin embargo, la investigación en el tema es limitada. Este artículo examina la relación entre la eficacia colectiva escolar para manejar el bullying y la conducta pasiva de los espectadores con estos incidentes. Además, se explora el rol mediador de la percepción de los estudiantes de la justicia escolar y el sentido de comunidad escolar en estas relaciones. Método: El estudio incluye a 600 adolescentes con edades entre 12 y 16 años (Medad = 14.31 años, DE = 0.63, 54 % mujeres) quienes respondieron medidas de autorreporte acerca de la eficacia escolar colectiva, justicia escolar, sentido de comunidad escolar y conducta pasiva de los espectadores en el bullying. Resultados: El modelo estructural indicó que la eficacia escolar colectiva no se relacionó directamente con la conducta pasiva de los espectadores. Sin embargo, esta variable influyó indirectamente en la conducta pasiva de los espectadores en el bullying mediante su influencia en la percepción de justicia escolar y el sentido de comunidad escolar. Conclusiones: Estos hallazgos indicaron que la eficacia colectiva de la escuela disminuye la frecuencia de conductas pasivas en los espectadores solo cuando los estudiantes perciben que su ambiente escolar es justo y experimentan sentido de comunidad con la escuela.

  • English

    Introduction: The study of school factors capable of mitigating the passive response of bystanders is crucial for preventing bullying; however, research on this topic remains limited. The present study examined the relationships between school collective efficacy in managing bullying incidents and bystander passive behaviour in bullying. It also explores the mediating role of student perceptions of school justice and a sense of community in this relationship. Method: The study included 600 adolescents aged 12-16 (Mage = 14.31 years, SD = 0.63, 54% female) who completed self-reported measures assessing collective self-efficacy, school justice, school sense of community, and passive behaviour in bullying incidents. Results: Structural modelling analysis indicated that school collective efficacy was not directly associated with passive bystander behaviour in bullying incidents. However, it indirectly reduced passive bullying behaviour through school justice and the sense of the school community. Conclusions: These findings suggest that collective efficacy mitigates the frequency of passive bystander responses to bullying incidents only when students perceive their school environment as equitable and experience a sense of belonging to the school community.

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