Disciplina restaurativa, apoyo escolar, autoeficacia, habilidades sociales y victimización por pares

• Angel Alberto Valdés Cuervo ^[1] ; Maricela Urías Murrieta ^[1] ; Ernesto Carlos Alonso Martínez ^[2]
  1. [1] Instituto Tecnológico de Sonora

     Instituto Tecnológico de Sonora

     México

     
  2. [2] Instituto TecnológicoSuperior deCajeme, Mexico
• Localización: Revista interamericana de psicología = Interamerican journal of psychology, ISSN 0034-9690, Vol. 52, Nº. 1, 2018, págs. 93-101
• Idioma: portugués
• Títulos paralelos:
  • Relationships between restorative discipline, school support, self-efficacy, social skills and peer victimization
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen

  • Enelpresenteestudioseexaminaronlasrelacionesentredisciplinadocenterestaurativa,apoyo escolar,autoeficacia para afrontar el acoso,dificultadesenhabilidadessocialesyvictimizaciónporpares.Participaron660estudiantes,340chicas(Medad=13.4,DE=1.5años)y 320 chicos (Medad=14.2,DE=1.1años),adscritos a 20 secundarias públicas de un Estado del noroeste de México.Se encontró que la disciplina restaurativa disminuye de forma indirecta la victimización al favorecer la percepción del estudiante de apoyo escolar,el que ejerce un efecto negativo en la victimización al promover la autoeficacia y atenuar dificultades en habilidades sociales vinculadas con el manejo de la agresión.Se concluyó que la disciplina restaurativa y el apoyo escolar reducen la vulnerabilidad de los estudiantes y,por ende,previenen el acoso escolar

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