151067 20251017144634.0 doi 10.4438/1988-592X-RE-2021-392-482 sideral 124010 ART-2021-124010 spa Carretero Bermejo, R. Acoso escolar y diversidad. Relación del acoso escolar con la percepción de normalidad en víctimas y agresores 2021 Access copy available to the general public Unrestricted School bullying has been related to numerous variables, including diversity (Garaigordobil, 2014) and others implying victim abnormality (Suarez-Garcia, Alvarez-Garcia & Rodriguez, 2020). However, it is difficult to find a unique meaning of normality, since the definition itself suggests that it depends on the authority, context, and moment when it is defined. This work had two fundamental objectives: to determine whether or not victims of school bullying perceive themselves as having any characteristics that may deviate from the ordinary; and to find out if aggressors perceive themselves as having any specific characteristic that deviates from the norm. A cross-sectional, descriptive, and quantitative study was designed using a representative sample of high school students from the community of Madrid. This sample was created using a stratified, proportional, and random sampling technique involving 1211 participants. To acquire the information, a questionnaire was compiled consisting of an initial section relating to sociodemographic data and information about normality; and a second section containing the School bullying questionnaire from the UNICEF Ombudsman (Ombudsman, 2006). The questionnaire''s reliability and internal consistency were found to be acceptable (Cronbach''s alpha.90). A Student''s t-test was applied to compare the means between groups. Our results suggest that individuals perceiving as possessing characteristics that deviate from the norm scored significantly higher on the victim variable. No significant differences were found regarding the aggressor variable. This suggests that involvement as a victim in school bullying situations is a risk that may be predicted. On the other hand, these results offer valuable information that could potentially assist in the development of school bullying prevention and intervention programs. info:eu-repo/semantics/openAccess by https://creativecommons.org/licenses/by/4.0/deed.es 1.217 2021 EDUCATION & EDUCATIONAL RESEARCH 231 / 270 = 0.856 2021 Q4 T3 0.338 2021 Education 2021 Q3 1.7 2021 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Nolasco Hernandez, A. Universidad de Zaragoza (orcid)0000-0001-9678-6447 4001 625 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Métod.Invest.Diag.Educac. 392 (2021), 145-164 Rev. educ. (Madr.) Revista de educación 0034-8082 4316198 http://zaguan.unizar.es/record/151067/files/texto_completo.pdf Versión publicada 1447178 http://zaguan.unizar.es/record/151067/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:151067 articulos driver 2025-10-17-14:27:53 ARTICLE