Acceso usuarios
David Álvarez García, Sara Ménendez Hevia, Paloma González Castro, Celestino Rodríguez Pérez
The aim of this paper is to analyze the relationship among Hyperactivity-Impulsivity, Attention Deficit and participation as victim or aggressor in school violence situations. To achieve this objective, 398 Compulsory Secondary Education students were assessed using three ad hoc self-rating scales: Adapted EDAH, Aggression Questionnaire and Victimization Questionnaire. The results show, firstly, that Hyperactivity-Impulsivity positively correlates with the four evaluated types of aggression (Social Exclusion and Taunting; Direct Physical Violence and Threats among students; Indirect Physical Violence by students; and Disruptive Behavior in the Classroom), and exhibits higher correlations than Attention Deficit. Secondly, Attention Deficit positively correlates with being victim of violence among students (Social Exclusion and Taunting; Direct Physical Violence and Threats), and shows higher correlations than Hyperactivity-Impulsivity. Thirdly, Hyperactivy-Impulsivity positively correlates with reporting being victim of Violence from Teachers to Students, and shows higher correlations than Attention Deficit. The educational implications of these results are discussed.
