Estatus social, búsqueda de popularidad y narcisismo en la conducta agresiva del acoso escolar y el ciberacoso

• Eva M. Romera ^[1] ; José A. Casas ^[1] ; Rosario Ortega-Ruiz ^[1] ; Yolanda Muñoz
  1. [1] Universidad de Córdoba

     Universidad de Córdoba

     Cordoba, España

     
• Localización: Revista de Psicología y Educación, ISSN 1699-9517, Vol. 16, Nº. 2, 2021, págs. 173-182
• Idioma: español
• DOI: 10.23923/rpye2021.02.209
• Títulos paralelos:
  • Social status, popularity goals, and narcissism in bullying and cyberbullying perpetration
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Las investigaciones sobre acoso y ciberacoso han señalado la tendencia de algunos adolescentes a realizar comportamientos agresivos para conseguir un estatus de cierta relevancia dentro del grupo de iguales. Los objetivos del trabajo que se presenta han buscado, una vez descritos los niveles de popularidad y narcisismo, explorar la posible relación entre las metas de popularidad y el narcisismo y la implicación de los adolescentes en agresión en bullying y cyberbullying. Participaron 1728 estudiantes (48,1% chicas) de Educación Secundaria Obligatoria de Andalucía (España). Se utilizaron los siguientes instrumentos de autoinforme: el European Bullying Intervention Project Questionnaire (EBIPQ), European Cyberbullying Intervention Project Questionnaire; la Hypersensitive Narcissism Scale y la Social Achievement Goal Scale. Análisis descriptivos y de regresión lineal señalaron que los chicos puntuaron más alto en ambos tipos de agresión y que las chicas se mostraron significativamente más narcisistas. El narcisismo y la popularidad percibida influyeron en la implicación tanto en acoso escolar como en ciberacoso. Se discuten los resultados tanto en base a la importancia de la imagen dentro del grupo de los iguales para comprender la implicación en agresión y ciberagresión, como a la relevancia educativa de los mismos.

  • English

    Research on bullying and cyberbullying has pointed out the tendency of some adolescents to perform aggressive behaviors to achieve a relevant status within the peer group. The objectives of this study were to describe popularity and narcissism levels in aggression and cyber-agression, and their relationship with bullying and cyberbullying perpetration. A total of 1728 students from Andalusia (48.1% girls) attending secondary school participated in the study. The self-report instruments were the European Bullying Intervention Project Questionnaire, the European Cyberbullying Intervention Project Questionnaire, the Hypersensitive Narcissism Scale, and the Social Achievement Goal Scale. Descriptive and linear regression analyses indicated that boys scored higher in both types of aggression, and girls were significantly more narcissistic. Narcissism and perceived popularity influenced both bullying and cyberbullying involvement. The results are discussed both concerning the importance of image within the peer group to understand engagement in aggression and cyber-aggression, as well as their educational relevance

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