Peer bullying and disruption-coercion escalations in student-teacher relationship

• Autores: María José Díaz-Aguado Jalón, María del Rosario Martínez Arias
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 25, Nº. 2, 2013, págs. 206-213
• Idioma: inglés
• Títulos paralelos:
  • Acoso escolar y escaladas de disrupción-coerción en la interacción profesor-alumno
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 12 Citas
• Resumen
  • español

    Antecedentes: aunque se han realizado muchos estudios sobre el bullying, pocos lo han relacionado con las escaladas de disrupción-coerción que a veces se producen en las aulas. Comprender dicha relación es el objetivo de esta investigación. Método: participaron en el estudio 22.114 adolescentes españoles con edades entre 12 y 18 años (edad media= 14,22; D.T.= 1,41). 49,6% fueron chicos (edad media= 14,26; D.T.= 1,41) y 50,4% chicas (edad media= 14,20; D.T.= 1,40). El diseño fue de encuesta con muestreo de conglomerados estratificado. Los datos fueron analizados con análisis de clases latentes. Resultados: la participación directa en el bullying permitió detectar cinco grupos: no implicados, acosadores, seguidores, victimas agresivas y víctimas pasivas. Participar en el acoso se relaciona con una peor valoración de las normas de la escuela y una percepción más negativa de la interacción con el profesorado, que parece originar escaladas de disrupción y coerción, detectándose diferencias entre los grupos. Conclusiones: los resultados reflejan la necesidad de tratar de prevenir conjuntamente estos dos problemas, enseñando a rechazar toda forma de violencia y a través de un tratamiento más eficaz de la disrupción, para prevenir o frenar las escaladas desde su inicio.

  • English

    Background: Although there have been many studies of bullying, few have linked it with the escalation of disruption-coercion that sometimes occur in the classroom. Understanding this relationship is the aim of this research. Method: The study included 22114 Spanish adolescents, aged 12 to 18 years (mean age = 14.22, SD = 1.41). 49.6% were boys (mean age = 14.26, SD = 1.41) and 50.4% were girls (mean age = 14.20, SD = 1.40). The design was a sample survey with stratified cluster sampling. Data were analyzed by latent class analysis. Results: Based on direct involvement in bullying, five groups were detected: non-participants, bullies, followers, victim-bullies and victims. Involvement in bullying is associated with lower appraisal of school norms and a more negative perception of interaction with teachers, which seems to cause disruption and coercion escalations. We found differences in this respect among groups involved in bullying and non-participants. Conclusions: The results reflect the need to try to prevent these two problems conjointly, teaching students to reject all forms of violence and, through more effective treatment of disruption, to prevent or stop escalation at early stages.

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