Victimization and School Violence. The Role of the Motivation of Revenge, Avoidance, and Benevolence in Adolescents.

  1. León-Moreno, Celeste
  2. Martínez-Ferrer, Belén
  3. Musitu Ochoa, Gonzalo
  4. Moreno Ruiz, David
Zeitschrift:
Revista de psicodidáctica

ISSN: 1136-1034

Datum der Publikation: 2019

Ausgabe: 24

Nummer: 2

Art: Artikel

DOI: 10.1016/J.PSICOD.2018.12.001 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Revista de psicodidáctica

Ziele für nachhaltige Entwicklung

Zusammenfassung

The aim of the present study is to explore the relation among school victimization and school violence, taking into account the motivations of revenge, avoidance, and benevolence. The sample includes 671 adolescents of both sexes, between 10 and 16 years old, attending primary and secondary school. The structural equation model, calculated with EQS software, show that victimization is directly and indirectly related to school violence through revenge motivation. Victimization is also related to avoidance and benevolence motivations, although these are not associated with school violence. Multigroup analysis indicate statistically significant differences between boys and girls in the relation between victimization and benevolence. Finally, results and their implications are discussed in order to design interventions focused on aggressive victims.

Bibliographische Referenzen

  • Barcaccia, B., Schneider, B., Pallini, S. y Baiocco, R. (2017). Bullying and the detrimental role of un-forgiveness in adolescents’ wellbeing. Psicothema, 29(2), 217–222. http://dx.doi.org/10.7334/psicothema2016.251
  • Batista, J. M. y Coenders, G. (2000). Modelos de ecuaciones estructurales. Madrid: La Muralla.
  • Beltrán-Morillas,A. M.,Valor-Segura, I. y Expósito, F.(2015). El perdón ante transgresiones en las relaciones interpersonales. Psychosocial Intervention, 24(2), 71–78. http://dx.doi.org/10.1016/j.psi.2015.05.001
  • Bentler, P.(1995). EQS Structural Equations Program Manual. Encino, CA: Multivariate Software.
  • Bono, G., McCullough, M. E. y Root, L. M. (2008). Forgiveness, feeling connected to others, and well-being: two longitudinal studies. Personality and Social Psychology Bulletin, 34(2), 182–195. http://dx.doi.org/10.1177/0146167207310025
  • Card, N. A., Stucky, B. D., Sawalani, G. M. y Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185–1229. http://dx.doi.org/10.1111/j.1467-8624.2008.01184.x
  • Cerezo, F., Ruiz-Esteban, C., Sánchez Lacasa, C., Gonzalo, A. y Julián, J.(2018). Dimensions of parenting styles, social climate, and bullying victims in primary and secondary education. Psicothema, 30(1), 59–65. http://dx.doi.org/10.7334/psicothema2016.360
  • Crespo, S.,Romero,A.,Martínez-Ferrer,B. yMusitu, G.(2017).Variables psicosociales y violencia escolar en la adolescencia. Psychosocial Intervention, 26(2), 125–130. http://dx.doi.org/10.1016/j.psi.2017.05.002
  • Chiaramello, S., Sastre,M. T. yMullet, E.(2008). Seeking forgiveness: Factor structure, and relationships with personality and forgivingness. Personality and Individual Differences, 45(5), 383–388. http://dx.doi.org/10.1016/j.paid.2008.05.009
  • Del Moral, G., Suárez, C., Villarreal, M. E. y Musitu, G. (2014). Tipos de víctimas agresivas en situaciones de bullying en Educación Secundaria. Infancia y Aprendizaje, 37(2), 399–428. http://dx.doi.org/10.1080/02103702.2014.918816
  • Elshout, M., Nelissen, R., van Beest, I., Elshout, S. y van Dijk, W. W. (2017). Situational precursors of revenge: Social exclusion, relationship type, and opportunity. Personal Relationships, 24(2), 291–305. http://dx.doi.org/10.1111/pere.12185
  • Flanagan, K. S., Vanden Hoek, K. K., Ranter, J. M. y Reich, H. A. (2012). The potential of forgiveness as a response for coping with negative peer experiences. Journal of Adolescence, 35(5), 1215–1223. http://dx.doi.org/10.1016/j.adolescence.2012.04.004
  • Garaigordobil, M. y Martinez-Valderrey, V. (2016). Impact of cyberprogram 2.0 on different types of school violence and aggressiveness. Frontiers in Psychology, 7, 1–11. http://dx.doi.org/10.3389/fpsyg.2016.00428
  • Garaigordobil, M. (2017). Antisocial behaviour: Connection with bullying/cyberbullying and conflict resolution. Psychosocial Intervention, 26(1), 47–54. http://dx.doi.org/10.1016/j.psi.2015.12.002
  • Gerlsma, C. y Lugtmeyer, V. (2018). Offense type as determinant of revenge and forgiveness after victimization: Adolescents’ responses to injustice and aggression. Journal of School Violence, 17(1), 16–27. http://dx.doi.org/10.1080/15388220.2016.1193741
  • Goldbach, J. T., Sterzing, P. R. y Stuart, M. J. (2018). Challenging conventions of bullying thresholds: Exploring differences between low and high levels of bullyonly, victim-only, and bully-victim roles. Journal of Youth and Adolescence, 47(3), 586–600. http://dx.doi.org/10.1007/s10964-017-0775-4
  • Gómez-Ortiz, O., Romera-Félix, E. y Ortega-Ruiz, R. (2017). Multidimensionality of social competence: Measurement of the construct and its relationship with bullying roles. Revista de Psicodidáctica, 22(1), 37–44. http://dx.doi.org/10.1387/RevPsicodidact.15702
  • Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549–576. http://dx.doi.org/10.1146/annurev.psych.58.110405.085530
  • Graham, S. (2006). Peer victimization in school: Exploring the ethnic context. Current Directions in Psychological Science, 15(6), 317–321. http://dx.doi.org/10.1111/j.1467-8721.2006.00460.x
  • Guzmán, M., Tapia, M. J., Tejada, M. y Valenzuela, K. (2014). Evaluación del perdón en relaciones de pareja: Propiedades psicométricas del Transgression-Related Interpersonal Motivations Inventory (TRIM-18) en un contexto chileno. Psykhe (Santiago), 23(2), 1–12. http://dx.doi.org/10.7764/psykhe.23.2.623
  • Hair, J. F., Hult, G. T. M., Ringle, C. y Sarstedt, M. (2016). A Primer on Partial Least Squares Structural Equation Modelling (PLS-SEM). Thousand Oaks, CA: Sage Publications.
  • Hui, E. K., Tsang, S. K. y Law, B. (2011). Combating school bullying through developmental guidance for positive youth development and promoting harmonious school culture. The Scientific World Journal, 11, 2266–2277. http://dx.doi.org/10.1100/2011/705824
  • Jiménez, T. I. y Estévez, E. (2017). School aggression in adolescence: Examining the role of individual, family and school variables. International Journal of Clinical and Health Psychology, 17(3), 251–260.
  • Kivivuori, J., Savolainen, J. y Aaltonen, M. (2016). The revenge motive in delinquency: Prevalence and predictors. Acta Sociologica, 59(1), 69–84. http://dx.doi.org/10.1177/0001699315607969
  • Kochel, K. P., Ladd, G. W., Bagwell, C. L. y Yabko, B. A. (2015). Bully/victim profiles’ differential risk for worsening peer acceptance: The role of friendship. Journal of Applied Developmental Psychology, 41, 38–45. http://dx.doi.org/10.1016/j.appdev.2015.05.002
  • Kohlberg, L. (1969). Stage and sequence: The cognitive approach to socialization. En D. Goslin (Ed.), Handbook of Socialization Theory and Research (pp. 347–480). Chicago, IL: Rand McNally.
  • Kollerová, L., Janosová, ˇ P. y Rí ˇ can, ˇ P. (2015). Moral motivation in defending classmates victimized by bullying. European Journal of Developmental Psychology, 12(3), 297–309. http://dx.doi.org/10.1080/17405629.2015.1006125
  • Leon, D. L. y Gilda, M. S. D. (2017). What does it take to forgive? Predictors of forgiveness among Filipino late adolescents. International Journal of Research Studies in Psychology, 6(2), 1–20. http://dx.doi.org/10.5861/ijrsp.2017.1700
  • Little, T., Henrich, C., Jones, S. y Hawley, P.(2003). Disentangling the “whys” from the “whats” of aggressive behaviour. International Journal of Behavioral Development, 27(2), 122–133. http://dx.doi.org/10.1080/01650250244000128
  • Martínez-Ferrer, B., Moreno, D. y Musitu, G. (2018). Are adolescents engaged in the problematic use of social networking sites more involved in peer aggression and victimization? Frontiers in Psychology, 9, 801. http://dx.doi.org/10.3389/fpsyg.2018 00801
  • Martínez-Ferrer, B. y Stattin, H. (2017). A mutual hostility explanation for the co-occurrence of delinquency and depressive mood in adolescence. Journal of Abnormal Child Psychology, 45(7), 1399–1412. http://dx.doi.org/10.1007/s10802-016-0245-6
  • McCullough, M. E. y Hoyt, W. T. (2002). Transgression-related motivational dispositions: Personality substrates of forgiveness and their links to the Big Five. Personality and Social Psychology Bulletin, 28, 1556–1573.
  • McCullough, M. E., Pargament, K. I., y Thoresen, C. E. (Eds.). (2001). Forgiveness: Theory, Research, and Practice. New York: Guilford Press.
  • Mestre, A. L., Vidal, E. M. y García, P. S. (2017). Depression and aggressive behaviour in adolescents offenders and non-offenders. Psicothema, 29(2), 197–203. http://dx.doi.org/10.7334/psicothema2016.276
  • Mynard, H. y Joseph, S. (2000). Development of the multidimensional peervictimization scale. Aggressive Behavior, 26, 169–178.
  • Navarro, R., Larranaga, ˜ E. y Yubero, S. (2013). El género en las conductas de acoso escolar. En A. O. Bernal, P. K. Smith, y S. Yubero (Eds.), El acoso escolar y su prevención: perspectivas internacionales (pp. 57–74). Biblioteca Nueva.
  • Odriozola, E. E. y Sáez, M. S. C. (2015). De ser víctimas a dejar de serlo: un largo proceso. Revista de Victimología, 1, 83–96. http://dx.doi.org/10.12827/RVJV.1.03
  • Ortega-Barón, J., Buelga, S., Cava, M. y Torralba, E. (2017). School violence and attitude toward authority of students perpetrators of cyberbullying. Revista de Psicodidáctica, 22(1), 23–28. http://dx.doi.org/10.1387/RevPsicodidact.16398
  • Pouwels, J. L., Lansu, T. A. y Cillessen, A. H. (2017). Adolescents’ explicit and implicit evaluations of hypothetical and actual peers with different bullying participant roles. Journal of Experimental Child Psychology, 159, 219–241. http://dx.doi.org/10.1016/j.jecp.2017.02.008
  • Povedano, A., Cava, M., Monreal, M., Varela, R. y Musitu, G. (2015). Victimization, loneliness, overt and relational violence at the school from a gender perspective. International Journal of Clinical and Health Psychology, 15(1), 44–51. http://dx.doi.org/10.1016/j.ijchp.2014.09.001
  • Povedano, A., Hendry, L. B., Ramos, M. J. y Varela, R. (2011). Victimización escolar: clima familiar, autoestima y satisfacción con la vida desde una perspectiva de género. Psychosocial Intervention, 20(1), 5–12. http://dx.doi.org/10.5093/in2011v20n1a1
  • Sang, B., Ding, X., Coplan, R. J., Liu, J., Pan, T. y Feng, X. (2018). Assessment and implications of social avoidance in Chinese early adolescents. The Journal of Early Adolescence, 38(4), 554–573. http://dx.doi.org/10.1177/0272431616678988
  • Santoro, C., Martínez-Ferrer, B., Monreal, C. y Musitu, G. (2018). New directions for preventing dating violence in adolescence: The study of gender models. Frontiers in Psychology, 9, 946. http://dx.doi.org/10.3389/fpsyg.2018.00946
  • Sentse, M., Kretschmer, T. y Salmivalli, C.(2015). The longitudinal interplay between bullying, victimization, and social status: Age-related and gender differences. Social Development, 24(3), 659–677. http://dx.doi.org/10.1111/sode.12115
  • Stéfano, M. (2017). Hacerse hombre en el aula: masculinidad, homofobia y acoso escolar. Cadernos Pagu, 50, e175014. http://dx.doi.org/10.1590/ 18094449201700500014
  • Tabachnick, B. G. y Fidell, L. S. (2007). Using multivariate statistics (5th ed). Boston: Pearson Education, Inc.
  • Troop-Gordon, W. (2017). Peer victimization in adolescence: The nature, progression, and consequences of being bullied within a developmental. Journal of Adolescence, 55, 116–128. http://dx.doi.org/10.1016/j.adolescence. 2016.12.012
  • Valdés-Cuervo, Á. A., Martínez-Ferrer, B. y Carlos-Martínez, E. A. (2018). El rol de las prácticas docentes en la prevención de la violencia escolar entre pares. Revista de Psicodidáctica, 23(1), 33–38. http://dx.doi.org/10.1387/RevPsicodidact. 16434
  • Wade, N. G., Hoyt, W. T., Kidwell, J. M. y Worthington, E. L. (2014). Efficacy of psychotherapeutic interventions to promote forgiveness: a metaanalysis. Journal of Consulting and Clinical Psychology, 82(1), 154–170. http://dx.doi.org/10.1037/a0035268
  • Wal, R. C., Karremans, J. C. y Cillessen, A. H. (2016). Causes and consequences of children’s forgiveness. Child Development Perspectives, 11(2), 97–101. http://dx.doi.org/10.1111/cdep.12216
  • Watson,H.,Rapee,R. y Todorov,N.(2016).Imagery rescripting of revenge, avoidance, and forgiveness for past bullying experiences in young adults. Cognitive Behaviour Therapy, 45(1), 73–89. http://dx.doi.org/10.1080/16506073.2015.1108360
  • Watson, H., Rapee, R. y Todorov, N. (2017). Forgiveness reduces anger in a school bullying context. Journal of Interpersonal Violence, 32(11), 1642–1657. http://dx.doi.org/10.1177/0886260515589931
  • Zych, I., Beltrán-Catalán, M., Ortega-Ruiz, R. y Llorent, V. J. (2018). Social and emotional competencies in adolescents involved in different bullying and cyberbullying roles. Revista de Psicodidáctica, 23(2), 86–93. http://dx.doi.org/10.1016/j.psicoe.2017.12.001
Fuente de los datos: Dialnet