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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Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2018

Volume: 23

Issue: 1

Type: Article

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

More publications in: Revista de psicodidáctica

Abstract

This study analyzes the relations among peer violence, teaching practices, school environment, and empathy. The sample includes 385 teenagers (219 males and 166 females) (M =12.94, SD = 1.77) and one of their parents (M = 42.21, SD = 8.98) from 17 Mexican secondary schools. A structural equation model was constructed using AMOS software. The study results indicate that a non-permissive teaching system and parent's practices aimed to prevent violence have a direct relationship with a reduced peer violence. Moreover, both teaching practices are indirectly related to peer violence, by its effect on school environment and empathy. From the present study, we conclude these practices prevent peer violence, improve the school environment, and foster empathy. Finally, results are discussed and its possible implications as well.

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