El rol de las prácticas docentes en la prevención de la violencia escolar entre pares

  1. Valdés Cuervo, Ángel Alberto 1
  2. Martínez Ferrer, Belén 2
  3. Carlos Martínez, Ernesto Alonso 3
  1. 1 Instituto Tecnológico de Sonora, Ciudad Obregón, Mexico
  2. 2 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

  3. 3 Instituto Tecnológico Superior de Cajeme, Ciudad Obregón, Mexico
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Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2018

Volumen: 23

Número: 1

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2017.05.006 DIALNET GOOGLE SCHOLAR lock_openRIO editor

Otras publicaciones en: Revista de psicodidáctica

Objetivos de desarrollo sostenible

Resumen

El estudio analiza las relaciones entre prácticas docentes, clima escolar, empatía y violencia entre pares. La muestra se compone de 385 adolescentes, 219 chicos y 166 chicas (M =12.94, DT = 1.77) de 17 escuelas secundarias de un estado de México, y uno de sus progenitores, 308 madres y 77 padres (M = 42.21, DT = 8.98). Se calcula un modelo de ecuaciones estructurales con el programa AMOS. De los resultados se infiere que las prácticas docentes no permisivas y aquellas que implican a familias en la prevención de la violencia se relacionan con una menor agresión entre pares. Además, ambas prácticas docentes se relacionan indirectamente con la violencia entre pares, a través de su efecto en el clima escolar y la empatía. Se concluye que estas prácticas previenen la violencia entre iguales, mejoran el clima escolar y la empatía. Finalmente, se discuten los resultados y sus posibles implicaciones prácticas.

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Fuente de los datos: Dialnet