Acceso usuarios
Laura Edna Aragón Borja, Margarita Chávez Becerra, Sergio Manuel Méndez Lozano
Los objetivos de esta investigación fueron identificar y determinar la relación entre las conductas de bullying, ciberbullying y habilidades sociales que presentan una muestra de estudiantes de educación básica y media superior, para lo cual se llevó a cabo un estudio en dos fases; en la primera, se aplicó la Escala de Bullying y Habilidades Sociales que evalúa los tres tipos de conductas antes mencionadas (Chávez y Aragón, 2014) a 416 estudiantes; en la segunda, se aplicó la Escala Modificada a 449. Los resultados muestran que las conductas de bullying van del orden de 12% a 44% y de ciberbullying de 9% a 25.8%, y que los estudiantes que poseen mayores habilidades sociales presentan menos bullying y ciberbullying, mientras que los estudiantes que presentan más conductas de enojo encubierto y dificultad para expresar sentimientos y emociones, presentan más comportamientos de bullying y ciberbullying.
The objectives of this research were to identify and to determine the relationship among the behaviors of bullying, cyberbullying and social skills presented by a sample of students in elementary, secondary and high school education. A two-phase study was carried out; in the first phase, the Bullying and Social Skills Scale (Chavez and Aragon, 2014) was applied to 416 students and in the second phase, the Modified Scale was applied to 449. The results show that bullying behaviors are in the range from 12% to 44% and cyberbullying behaviors from 9% to 25.8%. Students who have greater social skills have lower bullying and cyberbullying behaviors, while students who refer more covert anger behaviors and those who have greater difficulty in expressing their feelings and emotions show more bullying and cyberbullying behaviors.
