Acoso escolar y diversidad. Relación del acoso escolar con la percepción de normalidad en víctimas y agresores

Carretero Bermejo, R. ; Nolasco Hernandez, A. (Universidad de Zaragoza)

Resumen: 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.

Idioma: Español

DOI: 10.4438/1988-592X-RE-2021-392-482

Año: 2021

Publicado en: Revista de educación 392 (2021), 145-164
ISSN: 0034-8082

Factor impacto JCR: 1.217 (2021)

Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 231 / 270 = 0.856 (2021) - Q4 - T3

Factor impacto CITESCORE: 1.7 - Social Sciences (Q2)

Factor impacto SCIMAGO: 0.338 - Education (Q3)

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)