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
Mostrar afiliaciones +
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

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.

Referencias bibliográficas

  • American Educational Research Association (2013). Prevention of bullying in school, colleges, and universities. Washington, DC: AERA.
  • Arbuckle, J. (2011). IBMR SPSSR AMOSTM use r’s guide. New York, NY: IBM.
  • Bauman, S., y del Río, A. (2005). Knowledge and beliefs about bullying in schools. School Psychology International, 26, 428–442. http://dx.doi.org/ 10.1177/0143034305059019
  • Biesanz, J., Falk, C., y Savalei, V. (2010). Assessing mediational models: Testing and interval estimation for indirect effects. Multivariate Behavioral Research, 45, 661–701. http://dx.doi.org/10.1080/00273171.2010.498292
  • Blunch, N. (2013). Introduction to structural equation modeling using IBM SPSS statistics and AMOS (2nd ed.). Thousand, Oaks, California: Sage.
  • Bosworth, K., y Judkins, M. (2014). Tapping into the power of school climate to prevent bullying: One application of schoolwide positive behavior intervention and support. Theory into Practice, 53, 307–314. http://dx.doi.org/ 10.1080/00405841.2014.947224
  • Bradshaw, C. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322–332. http://dx.doi.org/10.1037/a0039114
  • Byrne, B. (2010). Structural equation modeling with AMOS. Basic concepts, applications and programming (2nd ed.). New York, NY: Routledge Taylor & Francis Group.
  • Caravita, S., di Blasio, P., y Salmivalli, C. (2009). Unique and interactive effects of empathy and social status on involvement in bullying. Social Development, 18, 140–163. http://dx.doi.org/10.1111/j.1467-9507.2008.00465.x
  • Cava, M., Buelga, S., Musitu, G., y Murgui, S. (2010). Violencia escolar entre adolescentes y sus implicaciones en el ajuste psicosocial: un estudio longitudinal. Revista de Psicodidáctica, 15, 21–34. http://dx.doi.org/10.1387/RevPsicodidact.732
  • Cerezo, F., Sánchez, C., Ruíz, C., y Arense, J. (2015). Adolescents and preadolescents’ roles on bullying, and its relation with social climate and parenting styles. Revista de Psicodidáctica, 20, 139–155. http://dx.doi.org/10.1387/RevPsicodidact. 11097
  • Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B., y Molcho, M. (2009). A cross-national profile of bullying and victimization among adolescent in 40 countries. International Journal of Public Health, 54, 216–224. http://dx.doi.org/10.1007/s 00038-0 09-5413-9
  • Dell, P., y van Schoiack, L. (2012). Social and emotional skill training with second step: Violence prevention curriculum. En S. Jimerson, A. Nickerson, M. Mayer, y M. Furlong (Eds.), Handbook of school violence and safety (pp. 423–433). New York, NY: Routledge Taylor & Francis Group.
  • Díaz-Aguado, M., Martínez, R., y Babarro, J. (2013). El acoso entre adolescentes en España. Prevalencia, papeles adoptados por todo el grupo y características a las que atribuyen la victimización. Revista de Educación, 362, 348–379. http://dx.doi.org/10.4438/1988-592X-RE-2011-362-164
  • Ellis, A., y Shute, R. (2007). Teacher responses to bullying in relation to moral orientation and seriousness of bullying. British Journal of Educational Psychology, 77, 649–663. http://dx.doi.org/10.1348/000709906X163405
  • Epstein, J. (2011). School family and community partnerships (2nd ed.). New York, NY: Westview Press.
  • Fantuzzo, J., McWayne, C., Perry, M., y Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competences for urban, low-income children. School Psychology Review, 33(4), 467–480.
  • Fantuzzo, J., Tighe, E., y Childs, S. (2000). Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92, 367–376. http://dx.doi.org/ 10.1037/0022-0663.92.2.367
  • Gibbs, J. (2014). Moral development & reality (3rd ed.). USA: Oxford University Press.
  • Grusec, J., Chaparro, M., Johnston, M., y Sherman, A. (2014). The development of moral behavior from a socialization perspective. En S. Jimerson, A. Nickerson, M. Mayer, y M. Furlong (Eds.), Handbook of school violence and school safety (pp. 113–160). New York, NY: Routledge Taylor & Francis Group.
  • Hanish, L., y Guerra, N. (2000). Children who get victimized at school: What is known? What can be done? Professional School Counseling, 4(2), 113–119.
  • Harris, S., Petrie, G., y Willoughby, W. (2002). Bullying among 9th graders: An exploratory study. NASSP Bulletin, 86, 3–14. http://dx.doi.org/10. 1177/019263650208663002
  • Instituto Nacional para la Evaluación de la Educación. (2007). Disciplina, violencia y consumo de sustancias nocivas a la salud en escuelas primarias y secundarias mexicanas. Ciudad de México, México: INEE.
  • Jiménez, T. I., Musitu, G., y Murgui, S. (2008). Funcionamiento familiar y consumo de sustancias en adolescentes: El rol mediador de la autoestima. International Journal of Clinic and Health Psychology, 8(1), 139–151.
  • Juujarvi, S., Myyry, L., y Pesso, K. (2012). Empathy and values as predictors of care development. Scandinavian Journal of Psychology, 53, 413–420. http://dx.doi.org/10.1111/j.1467-9450.2012
  • Kochenderfer-Ladd, B., y Pelletier, M. (2008). Teachers’ views and belief about bullying: Influences on classroom management strategies and students’ coping with peer victimization. Journal of School Psychology, 46, 431–453. http://dx.doi.org/10.1016/j.jsp.2007.07.0 05
  • Lacroque, M., Kleiman, I., y Darling, S. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure, 55, 115–122. http://dx.doi.org/10.1080/10459880 903472876
  • Malti, T., y Ongley, S. (2014). The development moral emotions and moral reasoning. En M. Killen y J. Smetana (Eds.), Handbook of moral development (2nd, pp. 163–183). New York, NY: Psychology Press.
  • McDonald, L., Miller, H., y Sandler, J. (2015). A social ecological, relationship-based strategy for parent involvement: Families and school together (FAST). Journal of Children’s Services, 10, 218–230. http://dx.doi.org/10.1108/JCS-07-2015-0025
  • McSuga-Gage, A., Simonsen, B., y Briere, D. (2012). Effective teaching practices that promote a positive classroom environment. Beyond Behavior, 22(1), 14–22.
  • Meyer-Adams, N., y Conner, B. (2008). School violence: Bullying behaviors and the psychosocial school environment in middle schools. Children & School, 30, 211–221. http://dx.doi.org/10.1093/cs/30.4.211
  • Olweus, D. (2011). Bullying at school and later criminality: Finding from three Swedish community samples of males. Criminal Behaviour and Mental Health, 21, 151–156. http://dx.doi.org/10.1002/cbm.806
  • Peets, K., Poyhonen, V., Junoven, J., y Salmivalli, C. (2015). Classroom norms of bullying alter the degree to wish children defended in response to their affective empathy and power. Development Psychology, 51, 913–919. http://dx.doi.org/10.1037/a0039287
  • Perren, S., Gutzwiller-Helfenfinger, E., Malti, T., y Hymel, S. (2012). Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims. British Journal of Developmental Psychology, 30, 511–530. http://dx.doi.org/10.1111/j.2044-835X.2011.0 2059.x
  • Román, M., y Murillo, J. (2011). América Latina: violencia entre estudiantes y desempeño escolar. Revista Cepal, 104, 37–54.
  • Romero, C. C., Postigo, R. A., y Torres, M. V. T. (2015). Eficacia de una intervención psicoeducativa basada en clima social, violencia percibida y sociométricos en alumnado de educación primaria. Revista de Psicodidáctica, 20, 247–262. http://dx.doi.org/10.1387/RevPsico didact.13206
  • Roth, G., Kanat-Maymon, Y., y Bibi, U. (2011). Prevention of school bullying: The important role of autonomy-supportive teaching and internalization of pro-social values. British Journal of Educational Psychology, 81, 654–666. http://dx.doi.org/10.1348/2044-8279.002003
  • Smith, J., Cousin, J., y Stewart, R. (2005). Antibullying interventions in schools: Ingredients of effective programs. Canadian Journal of Education, 28(4), 739–762.
  • Valdés, A., y Carlos, E. (2014). Relación entre el autoconcepto social, el clima familiar y el clima escolar con el bullying en estudiantes de secundarias. Avances en Psicología Latinoamericana, 32, 443–453. http://dx.doi.org/10.12804/apl32.03.201 4.07
  • Varela, M., Ávila, E., y Martínez, B. (2015). Violencia escolar. Un análisis desde los diferentes contextos de interacción. Intervención Psicosocial, 22, 25–32. http://dx.doi.org/10.5093/i n2013a4
  • Vossen, H., Piotrowski, J., y Valkenburg, P. (2015). Development of the adolescent measure of empathy and sympathy. Personality and Individual Differences, 74, 66–71. http://dx.doi.org/10.1016/j.paid.2014.09.040
  • Wei, H., Herbert, J., Chen, J., y Chang, H. (2010). The effects of individual characteristic, teacher practice, and school organizational factor on students’ bullying: A multilevel analysis of public middle schools in Taiwan. Children and Youth Services Review, 32, 137–143. http://dx.doi.org/10.1016/childyouth.2009.08.004
  • Yoon, J., y Kerber, K. (2003). Bullying: Elementary teachers’ attitudes and intervention strategies. Research in Education, 69, 27–35. http://dx.doi.org/10.7227/RIE.69.3
  • Zullig, K., Huebner, E., y Patton, J. (2011). Relationships among school climate domains and school satisfaction. Psychology in the School, 48, 133–145. http://dx.doi.org/10.1002/pits.20532
  • Zullig, K., Koopman, T., Patton, J., y Ubbes, V. (2010). School climates: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28, 139–152. http://dx.doi.org/10. 1177/0734282909344205
  • Zumbo, B. D., Gaderman, A. M., y Zeissen, C. (2007). Ordinal version of coefficients alpha and theta for Likert rating scales. Journal of Modern Applied Statistical Methods, 6, 21–29.
Fuente de los datos: Dialnet