000079027 001__ 79027
000079027 005__ 20210122083420.0
000079027 0247_ $$2doi$$a10.3389/fpsyg.2019.00643
000079027 0248_ $$2sideral$$a111562
000079027 037__ $$aART-2019-111562
000079027 041__ $$aeng
000079027 100__ $$0(orcid)0000-0002-5416-9464$$aMoyano, N.$$uUniversidad de Zaragoza
000079027 245__ $$aChildren's Social Integration and Low Perception of Negative Relationships as Protectors Against Bullying and Cyberbullying
000079027 260__ $$c2019
000079027 5060_ $$aAccess copy available to the general public$$fUnrestricted
000079027 5203_ $$aThe aim was to investigate the factors associated with the diverse bullying forms suffered by a victim (relational, aggressive and cyberbullying) by considering the mediating role of the quality of coexistence in school: social integration and perception about relationships among peers. We evaluated data about 42 schools (79.5% public) in a sample of 3, 407 students (47.6% boys and 52.4% girls) from the Primary Education. The mediational analyses indicated that, to predict all the bullying forms, a greater sense of social integration and a perception of low negative relationships were mediators, and social integration was the factor that most strongly correlated with bullying, especially relational bullying. We found that the number of good friends and negative relationships together predicted social integration, and the school type predicted negative relationships and number of good friends. The implications for education programs and policy are discussed.
000079027 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FEDER/Construyendo Europa desde Aragón$$9info:eu-repo/grantAgreement/ES/UZ-OTRI/2017-0304-Coexistence in schools from Aragon
000079027 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000079027 590__ $$a2.067$$b2019
000079027 592__ $$a0.914$$b2019
000079027 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b45 / 138 = 0.326$$c2019$$dQ2$$eT1
000079027 593__ $$aPsychology (miscellaneous)$$c2019$$dQ1
000079027 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000079027 700__ $$0(orcid)0000-0001-7667-5475$$aAyllon, E.$$uUniversidad de Zaragoza
000079027 700__ $$0(orcid)0000-0003-1702-3308$$aAntoñanzas, J.L.$$uUniversidad de Zaragoza
000079027 700__ $$0(orcid)0000-0001-8422-9213$$aCano, J.$$uUniversidad de Zaragoza
000079027 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000079027 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000079027 773__ $$g10 (2019), 643 [9 pp]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000079027 8564_ $$s356561$$uhttps://zaguan.unizar.es/record/79027/files/texto_completo.pdf$$yVersión publicada
000079027 8564_ $$s21277$$uhttps://zaguan.unizar.es/record/79027/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000079027 909CO $$ooai:zaguan.unizar.es:79027$$particulos$$pdriver
000079027 951__ $$a2021-01-22-08:21:11
000079027 980__ $$aARTICLE