Expressions of school violence in adolescence

• Antonio López-Castedo ^[1] ; David Alvarez García ^[2] ; José Domínguez Alonso ^[1] ; Enrique Alvarez Roales ^[1]
  1. [1] Universidade de Vigo

     Universidade de Vigo

     Vigo, España

     
  2. [2] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 30, Nº. 4, 2018, págs. 395-400
• Idioma: inglés
• Títulos paralelos:
  • Manifestaciones de violencia escolar en la adolescenci
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 9 Citas
• Resumen
  • español

    Antecedentes: en las últimas décadas se han incrementado las investigaciones sobre violencia escolar, la cual perjudica la calidad del proceso de enseñanza-aprendizaje en los centros educativos. Esta investigación tiene como objetivos identificar los tipos de violencia escolar más habituales en la Educación Secundaria Obligatoria (ESO) y analizar las diferencias por género, curso escolar y rendimiento académico del alumnado respecto a los tipos de violencia. Método: se aplicó el cuestionario CUVE3-ESO a 4.943 estudiantes (media de edad: 14,04; DT: 1,38) que cursan ESO en 33 centros públicos y concertados. Resultados: muestran un predominio de la disrupción en el aula y la violencia verbal entre el alumnado, así como diferencias en el nivel percibido de violencia en función de las variables analizadas (género, expediente académico y curso escolar). Conclusiones: el estudio deja entrever cómo la violencia en contextos escolares presenta una tipología amplia y variada, ejercida de forma cotidiana en las aulas, por lo cual se debe seguir profundizando en su conocimiento para acrecentar la eficacia de las medidas de prevención e intervención.

  • English

    Background: Research on school violence, which disserves the quality of the process of teaching and learning in schools, has increased in recent decades. The aims of this study were to identify the most prevalent types of school violence in Compulsory Secondary Education (CSE) according to the opinion of students, and to analyse differences in gender, school year, and the academic performance of the student informants. Method: The CUVE3-CSE questionnaire was applied to 4,943 CSE students (average age: 14.04; SD: 1.38) who are studying at 33 public and private schools. Results: showed the predominance of classroom disruption and student-to-student verbal violence, as well as differences in the level of perceived violence according to the variables analysed (gender, school year and academic performance). Conclusions: The study underscores the wide-ranging typology of violence at schools, and its everyday occurrence in classrooms, which highlight the need for improving our understanding in order to enhance the efficacy of prevention and intervention programs.

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