Tareas de responsabilidad social en la escuela y agresión entre iguales

• María Ángeles de la Caba-Collado ^[1] ; Rafael López-Atxurra ^[1] ; Magdalena Bobowik ^[1]
  1. [1] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
• Localización: Revista de educación, ISSN 0034-8082, Nº 374, 2016, págs. 187-210
• Idioma: español
• DOI: 10.4438/1988-592X-RE-2016-374-331
• Títulos paralelos:
  • Social responsibility at school and peer aggression
• Enlaces
  • Texto completo (html)
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    En el marco de preocupación por educar ciudadanos capaces de ejercitar sus derechos de forma responsable y con sensibilidad hacia lo que sucede alrededor, el propósito de esta investigación fue doble. Por un lado, delimitar factores de responsabilidad escolar y analizar su relación tanto con etapa educativa como con género. Por otro, explorar la relación entre responsabilidades y respuestas de afrontamiento en agresión entre iguales. Participaron 1018 estudiantes de 10 a 14 años, de 12 centros de la Comunidad Autónoma Vasca. El diseño del estudio fue descriptivo y transversal, utilizando dos instrumentos: una escala Likert de responsabilidades y un cuestionario con historias de diferentes tipos de agresión.

    Los análisis estadísticos con el SPSS mostraron dos factores de responsabilidad:

    participación y respuesta cívica. Se encontraron diferencias significativas entre Primaria y Secundaria (participación: p<.001; respuesta cívica: p<.01) y de género, con puntuaciones más altas para las chicas tanto en participación ( p<.001) como en respuesta cívica ( p<.001). Fue significativa la relación de participación en el aula con respuesta a agresión directa (H1: p<.001; H2: p< .001; H5: p<.001), relacional (H4: p<.05; H6: p<.001) y ciberagresión (H3:

    p<.05; H8: p<.001). En el factor de respuesta cívica también fue significativa la relación con agresión directa (H1: p<.001; H2: p< .001; H5: p<.001), relacional (H4: p<.001; H6: p<.001) y ciberagresión: H3: p<.01; H8: p<.001). Los resultados sugieren que tener tareas de responsabilidad en la escuela facilita que los estudiantes elijan más estrategias de apoyo a las víctimas de agresión, fomentando una ética ciudadana de cuidado. En este sentido, los datos empíricos indican que la implicación en actividades de participación en el aula (establecer reglas juntos, hacer propuestas de mejora…) se relaciona con actitudes de afrontamiento más positivas ante situaciones de agresión, siendo un punto clave para la prevención del bullying en contextos escolares.

  • English

    citizens who are sensitive to what happens around them and are capable of exercising their rights in a responsible way, the aim of this study was twofold.

    Firstly, the objective was to define responsibilities in the school environment and analyze their relationship with educational stage and gender. Secondly, the study aimed to explore the relationship between responsibilities and coping strategies in situations of peer aggression. Participants were 1018 students aged between 10 and 14 from 12 schools in the Autonomous Region of the Basque Country, Spain. The study design was descriptive and cross-cutting, and two instruments were used: a Likert-type scale of responsibilities and a questionnaire outlining different scenarios involving different types of aggression. The statistical analyses were conducted with SPSS and revealed two responsibility factors. Significant differences were found between Primary and Secondary school students (participation: p<.001; civic response: p<.01) and between boys and girls, with girls scoring higher in both participation ( p<.001) and civic response ( p<.001).

    A significant relationship was found between participation in the classroom and response to direct aggression (H1: p<.001; H2: p< .001; H5: p<.001), relational aggression (H4: p<.05; H6: p<.001) and cyber-aggression (H3: p<.05; H6:

    p<.001). A significant relationship was observed also between the civic response factor and direct aggression (H1: p<.001; H2: p< .001; H5: p<.001), relational aggression (H4: p<.001; H6: p<.001) and cyber-aggression: H3: p<.01; H8:

    p<.001). The results suggest that engaging in tasks designed to promote responsibility at school encourages children to opt for strategies that show more solidarity with the victims of aggression, thus fostering the development of more supportive, ethical citizens. In this sense the data indicate that the implication in participatory activities in the classroom (establishing rules together, proposing improvements, etc.) is related to more positive attitudes in situations of aggression between peers and is a key element in preventing bullying in schools.

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