000132104 001__ 132104
000132104 005__ 20240319081005.0
000132104 0247_ $$2doi$$a10.3390/su14095609
000132104 0248_ $$2sideral$$a129149
000132104 037__ $$aART-2022-129149
000132104 041__ $$aeng
000132104 100__ $$aCarretero Bermejo, Raul
000132104 245__ $$aStudy of the Relationship of Bullying with the Levels of Eudaemonic Psychological Well-Being in Victims and Aggressors
000132104 260__ $$c2022
000132104 5060_ $$aAccess copy available to the general public$$fUnrestricted
000132104 5203_ $$aBullying has a negative impact on adolescents’ emotional and social development, especially in the case of victims. This study aims to explore the association of engagement in bullying behaviours, for both the victim and aggressor, with psychological well-being. A non-experimental, cross-sectional and correlational quantitative study was designed, with the participation of 570 students between 14 and 15 years old (SD 0.99), of which 50.5% were girls and 49.5% boys, who were selected through stratified random sampling. Mean differences, bivariate correlations and multiple linear regressions were calculated to study the relationship between bullying and psychological well-being. Victims scored lower for subjective well-being, with the educational and social implications that this means. As for the aggressors, who scored higher on well-being than non-aggressors, the question is raised as to whether well-being increases with aggression or whether aggression is the result of lower levels of well-being. Female bullying victims belonging to the older age group are the participant profile with the lowest well-being scores. This gender perspective can be considered not only with regards to coexistence and bullying prevention plans but also shows the need to promote psychological well-being to educate towards equality. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
000132104 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000132104 590__ $$a3.9$$b2022
000132104 591__ $$aENVIRONMENTAL SCIENCES$$b114 / 275 = 0.415$$c2022$$dQ2$$eT2
000132104 591__ $$aENVIRONMENTAL STUDIES$$b48 / 128 = 0.375$$c2022$$dQ2$$eT2
000132104 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b34 / 46 = 0.739$$c2022$$dQ3$$eT3
000132104 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b5 / 9 = 0.556$$c2022$$dQ3$$eT2
000132104 592__ $$a0.664$$b2022
000132104 593__ $$aGeography, Planning and Development$$c2022$$dQ1
000132104 593__ $$aEnergy Engineering and Power Technology$$c2022$$dQ2
000132104 593__ $$aEnvironmental Science (miscellaneous)$$c2022$$dQ2
000132104 593__ $$aRenewable Energy, Sustainability and the Environment$$c2022$$dQ2
000132104 593__ $$aHardware and Architecture$$c2022$$dQ2
000132104 593__ $$aManagement, Monitoring, Policy and Law$$c2022$$dQ2
000132104 593__ $$aComputer Networks and Communications$$c2022$$dQ2
000132104 594__ $$a5.8$$b2022
000132104 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000132104 700__ $$0(orcid)0000-0001-9678-6447$$aNolasco Hernández, Alberto$$uUniversidad de Zaragoza
000132104 700__ $$aGracia Sánchez, Laura$$uUniversidad de Zaragoza
000132104 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000132104 773__ $$g14, 9 (2022), [10 pp.]$$pSustainability (Basel)$$tSustainability (Switzerland)$$x2071-1050
000132104 8564_ $$s288717$$uhttps://zaguan.unizar.es/record/132104/files/texto_completo.pdf$$yVersión publicada
000132104 8564_ $$s2660123$$uhttps://zaguan.unizar.es/record/132104/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000132104 909CO $$ooai:zaguan.unizar.es:132104$$particulos$$pdriver
000132104 951__ $$a2024-03-18-14:30:36
000132104 980__ $$aARTICLE