000168681 001__ 168681
000168681 005__ 20260213191049.0
000168681 0247_ $$2doi$$a10.18848/2327-011X/CGP/v20i01/293-318
000168681 0248_ $$2sideral$$a143022
000168681 037__ $$aART-2025-143022
000168681 041__ $$aeng
000168681 100__ $$0(orcid)0000-0001-5339-0282$$aInvernon-Gomez, Ana Isabel$$uUniversidad de Zaragoza
000168681 245__ $$aClassroom violence and family functionality: a look at the role of the aggressor and the victim
000168681 260__ $$c2025
000168681 5060_ $$aAccess copy available to the general public$$fUnrestricted
000168681 5203_ $$aThe evolutionary changes typical of adolescence have a direct impact on the family context, usually associated with a stage of confrontation between parents and children. This fact, together with the increase in violent behavior in the classroom, frames the present research, which aims to examine the influence of relational characteristics in the family on the fact of being involved in situations of violence in the classroom. An ex post facto retrospective single-group design was carried out. The total sample recruited was 1,223 students, ranging in age from 13 to 18 years, of whom 45% were male and 55% female. A violent behavior scale was used to assess the prevalence of students involved, as well as the role played and the analysis of young people’s self-reported perception of their family climate. Once the prevalence indicators were analyzed, the results indicated significant differences between being a violent student and having a dysfunctional perception of family relationships, described mainly as a poor relationship with the mother and a higher number of conflicts with both parents. There was also evidence of a relationship between being a victim of school violence and having a poor relationship, poorer communication, and more conflicts with both parents. Finally, a relationship was found between being violent and, at the same time, a victim of violence and having a poorer relationship and communication with both parents. There is, therefore, a significant dependence between the dynamics of victimization and perpetration of violence in the classroom and the family dysfunctionality perceived by the students.
000168681 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000168681 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000168681 700__ $$aMedina-García, Marta
000168681 700__ $$aHigueras-Rodríguez, Lina
000168681 700__ $$aOrtiz-Marcos, José Manuel
000168681 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000168681 773__ $$g20, 1 (2025), 293-318$$tInternational Journal of Interdisciplinary Educational Studies$$x2327-2570
000168681 8564_ $$s875654$$uhttps://zaguan.unizar.es/record/168681/files/texto_completo.pdf$$yPostprint
000168681 8564_ $$s1621725$$uhttps://zaguan.unizar.es/record/168681/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
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000168681 951__ $$a2026-02-13-18:28:21
000168681 980__ $$aARTICLE