000101277 001__ 101277
000101277 005__ 20230519145438.0
000101277 0247_ $$2doi$$a10.3390/su13052605
000101277 0248_ $$2sideral$$a123745
000101277 037__ $$aART-2021-123745
000101277 041__ $$aeng
000101277 100__ $$aCava, M.J.
000101277 245__ $$aCoping strategies against peer victimization: differences according to gender, grade, victimization status and perceived classroom social climate
000101277 260__ $$c2021
000101277 5060_ $$aAccess copy available to the general public$$fUnrestricted
000101277 5203_ $$aThe Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.
000101277 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000101277 590__ $$a3.889$$b2021
000101277 592__ $$a0.664$$b2021
000101277 594__ $$a5.0$$b2021
000101277 591__ $$aENVIRONMENTAL STUDIES$$b57 / 128 = 0.445$$c2021$$dQ2$$eT2
000101277 593__ $$aEnergy Engineering and Power Technology$$c2021$$dQ1
000101277 591__ $$aENVIRONMENTAL SCIENCES$$b133 / 279 = 0.477$$c2021$$dQ2$$eT2
000101277 593__ $$aRenewable Energy, Sustainability and the Environment$$c2021$$dQ1
000101277 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b35 / 47 = 0.745$$c2021$$dQ3$$eT3
000101277 593__ $$aManagement, Monitoring, Policy and Law$$c2021$$dQ1
000101277 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b7 / 9 = 0.778$$c2021$$dQ4$$eT3
000101277 593__ $$aGeography, Planning and Development$$c2021$$dQ1
000101277 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000101277 700__ $$0(orcid)0000-0001-7667-5475$$aAyllón, E.$$uUniversidad de Zaragoza
000101277 700__ $$aTomás, I.
000101277 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000101277 773__ $$g13, 2605 (2021), su13052605 [17 pp.]$$pSustainability (Basel)$$tSustainability (Switzerland)$$x2071-1050
000101277 8564_ $$s336203$$uhttps://zaguan.unizar.es/record/101277/files/texto_completo.pdf$$yVersión publicada
000101277 8564_ $$s2828240$$uhttps://zaguan.unizar.es/record/101277/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000101277 909CO $$ooai:zaguan.unizar.es:101277$$particulos$$pdriver
000101277 951__ $$a2023-05-18-14:27:32
000101277 980__ $$aARTICLE