Psychological Modulating Variables in the Profile Self-definition in School Bullying Process: the gender and the school curriculum role
Variables Psicológicas Moduladoras de la Autodefinición del Perfil en Procesos de Acoso Escolar: El papel del género y el curriculum escolar
Autor
García, Jesús
Orellana, Mª del Carmen
Resumen
Interactions between gender, adapted vs. non-adapted curricula, and a number of scholar violence-related factors are studied. Gender and curricula were considered independent variables. Some instruments were applied, including questionnaires of impulsivity, empathy, pro-social behaviour and anti-social behaviour, all them considered as dependent variables. Sample was composed by 295 students of secondary compulsory education (high-school, 44% male). The interactions between factors were analysed using inter-subject Manova statistics. Results show that curricula are not a relevant factor to understand violence. Typology of violence developed by subjects, role in bullying process, opinion about victims and opinion about fighting are relevant factors for bullying. Gender has too significant effects in typology of violence and opinions. Girls are more pro-social and emphatic and boys are more impulsive and isolated.Key words: Bullying, antisocial behaviour, prosocial behaviour, academic curricula, gender differences. En este artículo se estudia el efecto de las interacciones entre el género y el tipo de currículum escolar (adaptado-no adaptado a las necesidades del estudiante) y una serie de variables que describen la conducta violenta escolar. Se aplicó una batería de cuestionarios que incluía pruebas de conducta pro y antisocial, impulsividad y empatía. La muestra estaba formada por 295 estudiantes de enseñanza secundaria (44% varones). Para comprobar los efectos de las interacciones se aplicaron una serie de Manovas intersujetos. Los resultados revelan que el currículo no tiene efectos significativos en ninguna variable dependiente, por lo que no parece ser un factor modulador de la violencia escolar. Sí lo son la tipología de la violencia, el papel adoptado ante el acoso y la opinión sobre las víctimas y las peleas. El género aparece como un factor relevante en la tipología de la violencia y la opinión sobre víctimas y peleas. Las chicas resultan ser más empáticas y prosociales, mientras que los varones son más impulsivos y se sienten más aislados.Palabras clave: Acoso escolar, conducta antisocial, conducta prosocial, currículum académico, diferencias de género.
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