Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo

Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo

Se buscó establecer la relación de la presencia de conductas desafiantes, conflictos entre padres y violencia en la comunidad con la probabilidad de ocurrencia de comportamientos de intimidación en estudiantes de primaria. En este estudio participaron 664, de los cuales 80 (12.04%) fueron identificados como agresores; posteriormente se incluyeron al azar 80 estudiantes sin informes de ataques como grupo control. Usando la regresión lógica, se encontró que las variables estudiadas manifiestan diferencias significativas entre los grupos de estudiantes con y sin comportamiento agresivo hacia los compañeros (R2 = .39). El comportamiento desafiante (OR = 7.83), el conflicto parental (OR = 3.77) y la violencia comunitaria (OR = 5.36) aumentan la... Ver más

Guardado en:

International Journal of Psychological Research

2011-2084

2011-7922

Wendlandt Amezaga, Teodoro Rafael

Carlos Martínez, Ernesto Alonso

Tánori Quintana, Jesús

Valdés Cuervo, Angel Alberto

UNIVERSIDAD DE SAN BUENAVENTURA

10.21500/20112084.1777

11

2018-02-09

50

57

Colombia

Familia

Psicología Educativa

violencia escolar

comunidad

bullying

http://purl.org/coar/access_right/c_abf2

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International Journal of Psychological Research - 2018

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spelling Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo
Familia
Artículo de revista
Psicología Educativa
violencia escolar
comunidad
bullying
Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo
Se buscó establecer la relación de la presencia de conductas desafiantes, conflictos entre padres y violencia en la comunidad con la probabilidad de ocurrencia de comportamientos de intimidación en estudiantes de primaria. En este estudio participaron 664, de los cuales 80 (12.04%) fueron identificados como agresores; posteriormente se incluyeron al azar 80 estudiantes sin informes de ataques como grupo control. Usando la regresión lógica, se encontró que las variables estudiadas manifiestan diferencias significativas entre los grupos de estudiantes con y sin comportamiento agresivo hacia los compañeros (R2 = .39). El comportamiento desafiante (OR = 7.83), el conflicto parental (OR = 3.77) y la violencia comunitaria (OR = 5.36) aumentan la probabilidad de pertenecer al grupo de agresores. Concluimos que es necesario analizar el bullying desde un marco ecológico que considera variables ubicadas en los contextos en los que interactúan los individuos.
Lee, J.-y., Wesbecher, K., Lee, M., & Lee, J. (2015). The mediation effects of dysfunctional beliefs and emotional regulation on children’s perceived parental conflict and internalizing and externalizing problems. School Psychology International, 36(5), 447-466. doi: 10.1177/0143034315602525
Phillips, C. (2003). Who’s Who in the Pecking Order? Aggression and ‘Normal Violence’ in the Lives of Girls and Boys. The British Journal of Criminology, 43(4), 710-728. doi: 10.1093/bjc/43.4.710
Pepler, D., Jiang, D., Craig, W., & Connolly, J. (2008). Developmental Trajectories of Bullying and Associated Factors. Child Development, 79(2), 325-338. doi: 10.1111/j.1467-8624.2007.01128.x
Peeters, M., Cillessen, A. H. N., & Scholte, R. H. J. (2010). Clueless or Powerful? Identifying Subtypes of Bullies in Adolescence. Journal of Youth and Adolescence, 39(9), 1041-1052. doi: 10.1007/s10964-009-9478-9
Pech, E. (2010). Dificultades de interacción social y violencia en migrantes escolares de secundarias urbanas yucatecas. El Cotidiano, 161, 105-117.
Ortega, R. O, & Del Rey, R. (2008). La violencia escolar. Estrategias de prevención (4ta Ed.). Barcelona: GRAO. Pearce, J. (2008). ¿Qué se puede hacer con el agresor? In M. Elliot (Ed.), Intimidación. Una guía práctica para combatir el miedo en las escuelas (pp. 157-186). Mexico: Fondo de Cultura Económica.
Organization for Economic Co-operation and Development [OCDE]. (2017), PISA 2015 Results (Volume III): Students’ Well-Being, Paris, France: OECD Publishing. doi: 10.1787/9789264273856-en
Olweus, D. (2011). Bullying at school and later criminality: Findings from three Swedish community samples of males. Criminal Behaviour and Mental Health, 21(2), 151-156. doi: 10.1002/cbm.806
O’Brennan, L. M., Bradshaw, C. P., & Sawyer, A. L. (2009). Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims. Psychology in the Schools, 46(2), 100-115. doi: 10.1002/ pits.20357
McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70(4), 300-310. doi: 10.1037/a0039174 Muñoz, G. (2008). Violencia escolar en México y otros países: comparaciones a partir de los resultados del Instituto Nacional para la Evaluación de la Educación. Revista Mexicana de Investigación Educativa, 13(39), 1195-1228.
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https://revistas.usb.edu.co/index.php/IJPR/article/view/1777
International Journal of Psychological Research
Universidad San Buenaventura - USB (Colombia)
application/pdf
Journal article
1
11
bullying
https://creativecommons.org/licenses/by-nc-sa/4.0/
school violence
neighborhood
Family
Wendlandt Amezaga, Teodoro Rafael
Carlos Martínez, Ernesto Alonso
Tánori Quintana, Jesús
Valdés Cuervo, Angel Alberto
The effects of the presence of challenging behavior problems, parental conflict and violence in the community were determined by the probability of occurrence of bullying behaviors in elementary students. 664 students participated in the study, of whom 80 (12.04%) were identified as aggressors. 80 students with no reports of attacks were later selected randomly for comparison. Using logistic regression, it was found that the variables studied manifest significant differences between the student groups with and without aggressive behavior toward peers (R2 = .39). Challenging behavior (OR = 7.83), parental conflict (OR = 3.77) and Community Violence (OR = 5.36) increase the probability of belonging to the group of aggressors. We conclude that it is necessary to analyze the bullying from an ecological framework that considers variables located in the contexts in which individuals interact.
Inglés
Publication
International Journal of Psychological Research - 2018
Castillo, C., & Pacheco, M. M. (2008). Perfil del maltrato (bullying) entre estudiantes de secundaria en la ciudad de Mérida, Yucatán. Revista Mexicana de Investigación Educativa, 13(38), 825-842.
Frías-Armenta, M., Durón, F., & Castro, D. (2011). Justicia restaurativa: Evaluación de los factores comunitarios. Revista Mexicana de Psicología, 28(2), 217-225.
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Bacchini, D., Esposito, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community & Applied Social Psychology, 19(1), 17-32. doi: 10.1002/casp.975
Azam, A., & Hanif, R. (2011). Impact of parents’ marital conflicts on parental attachment and social competence of adolescent. European Journal of Developmental Psychology, 8(2), 157-170. doi:10.1080/17405620903332039
Aguilera, M. A., Muñoz, G., & Orozco, A. (2007). Disciplina, violencia y consumo de sustancias nocivas a la salud en escuelas primarias y secundarias de México [Discipline, violence and substance use harmful to health in primary schools and secondary schools of Mexico]. México: INEE. Retrieved from http://publicaciones.inee.edu.mx/buscadorPub/P1/D/230/P1D230.pdf
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2018-02-09T00:00:00Z
2018-02-09T00:00:00Z
2018-02-09
https://revistas.usb.edu.co/index.php/IJPR/article/download/1777/2792
2011-2084
2011-7922
10.21500/20112084.1777
57
https://doi.org/10.21500/20112084.1777
institution UNIVERSIDAD DE SAN BUENAVENTURA
thumbnail https://nuevo.metarevistas.org/UNIVERSIDADDESANBUENAVENTURA_COLOMBIA/logo.png
country_str Colombia
collection International Journal of Psychological Research
title Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo
spellingShingle Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo
Wendlandt Amezaga, Teodoro Rafael
Carlos Martínez, Ernesto Alonso
Tánori Quintana, Jesús
Valdés Cuervo, Angel Alberto
Familia
Psicología Educativa
violencia escolar
comunidad
bullying
Educational psychology
bullying
school violence
neighborhood
Family
title_short Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo
title_full Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo
title_fullStr Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo
title_full_unstemmed Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo
title_sort conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo
description Se buscó establecer la relación de la presencia de conductas desafiantes, conflictos entre padres y violencia en la comunidad con la probabilidad de ocurrencia de comportamientos de intimidación en estudiantes de primaria. En este estudio participaron 664, de los cuales 80 (12.04%) fueron identificados como agresores; posteriormente se incluyeron al azar 80 estudiantes sin informes de ataques como grupo control. Usando la regresión lógica, se encontró que las variables estudiadas manifiestan diferencias significativas entre los grupos de estudiantes con y sin comportamiento agresivo hacia los compañeros (R2 = .39). El comportamiento desafiante (OR = 7.83), el conflicto parental (OR = 3.77) y la violencia comunitaria (OR = 5.36) aumentan la probabilidad de pertenecer al grupo de agresores. Concluimos que es necesario analizar el bullying desde un marco ecológico que considera variables ubicadas en los contextos en los que interactúan los individuos.
description_eng The effects of the presence of challenging behavior problems, parental conflict and violence in the community were determined by the probability of occurrence of bullying behaviors in elementary students. 664 students participated in the study, of whom 80 (12.04%) were identified as aggressors. 80 students with no reports of attacks were later selected randomly for comparison. Using logistic regression, it was found that the variables studied manifest significant differences between the student groups with and without aggressive behavior toward peers (R2 = .39). Challenging behavior (OR = 7.83), parental conflict (OR = 3.77) and Community Violence (OR = 5.36) increase the probability of belonging to the group of aggressors. We conclude that it is necessary to analyze the bullying from an ecological framework that considers variables located in the contexts in which individuals interact.
author Wendlandt Amezaga, Teodoro Rafael
Carlos Martínez, Ernesto Alonso
Tánori Quintana, Jesús
Valdés Cuervo, Angel Alberto
author_facet Wendlandt Amezaga, Teodoro Rafael
Carlos Martínez, Ernesto Alonso
Tánori Quintana, Jesús
Valdés Cuervo, Angel Alberto
topicspa_str_mv Familia
Psicología Educativa
violencia escolar
comunidad
bullying
topic Familia
Psicología Educativa
violencia escolar
comunidad
bullying
Educational psychology
bullying
school violence
neighborhood
Family
topic_facet Familia
Psicología Educativa
violencia escolar
comunidad
bullying
Educational psychology
bullying
school violence
neighborhood
Family
citationvolume 11
citationissue 1
publisher Universidad San Buenaventura - USB (Colombia)
ispartofjournal International Journal of Psychological Research
source https://revistas.usb.edu.co/index.php/IJPR/article/view/1777
language Inglés
format Article
rights http://purl.org/coar/access_right/c_abf2
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https://creativecommons.org/licenses/by-nc-sa/4.0/
International Journal of Psychological Research - 2018
references_eng Lee, J.-y., Wesbecher, K., Lee, M., & Lee, J. (2015). The mediation effects of dysfunctional beliefs and emotional regulation on children’s perceived parental conflict and internalizing and externalizing problems. School Psychology International, 36(5), 447-466. doi: 10.1177/0143034315602525
Phillips, C. (2003). Who’s Who in the Pecking Order? Aggression and ‘Normal Violence’ in the Lives of Girls and Boys. The British Journal of Criminology, 43(4), 710-728. doi: 10.1093/bjc/43.4.710
Pepler, D., Jiang, D., Craig, W., & Connolly, J. (2008). Developmental Trajectories of Bullying and Associated Factors. Child Development, 79(2), 325-338. doi: 10.1111/j.1467-8624.2007.01128.x
Peeters, M., Cillessen, A. H. N., & Scholte, R. H. J. (2010). Clueless or Powerful? Identifying Subtypes of Bullies in Adolescence. Journal of Youth and Adolescence, 39(9), 1041-1052. doi: 10.1007/s10964-009-9478-9
Pech, E. (2010). Dificultades de interacción social y violencia en migrantes escolares de secundarias urbanas yucatecas. El Cotidiano, 161, 105-117.
Ortega, R. O, & Del Rey, R. (2008). La violencia escolar. Estrategias de prevención (4ta Ed.). Barcelona: GRAO. Pearce, J. (2008). ¿Qué se puede hacer con el agresor? In M. Elliot (Ed.), Intimidación. Una guía práctica para combatir el miedo en las escuelas (pp. 157-186). Mexico: Fondo de Cultura Económica.
Organization for Economic Co-operation and Development [OCDE]. (2017), PISA 2015 Results (Volume III): Students’ Well-Being, Paris, France: OECD Publishing. doi: 10.1787/9789264273856-en
Olweus, D. (2011). Bullying at school and later criminality: Findings from three Swedish community samples of males. Criminal Behaviour and Mental Health, 21(2), 151-156. doi: 10.1002/cbm.806
O’Brennan, L. M., Bradshaw, C. P., & Sawyer, A. L. (2009). Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims. Psychology in the Schools, 46(2), 100-115. doi: 10.1002/ pits.20357
McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70(4), 300-310. doi: 10.1037/a0039174 Muñoz, G. (2008). Violencia escolar en México y otros países: comparaciones a partir de los resultados del Instituto Nacional para la Evaluación de la Educación. Revista Mexicana de Investigación Educativa, 13(39), 1195-1228.
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