Violencia Escolar en Adolescentes Rechazados y Aceptados: Un Análisis de sus Relaciones con Variables Familiares y Escolares

Barra lateral de artigos

PDF (Español (España))
Publicado: Jul 1, 2010
Palavras-chave:
violência escolar rejeição entre iguais aceitação entre iguais apoio parental escola

Conteúdo do artigo principal

Belén Martínez Ferrer
Universidad Pablo de Olavide
Gonzalo Musitu Ochoa
Universidad Pablo de Olavide
Luis Vicente Amador Muñoz
Universidad Pablo de Olavide
Maria Carmen Monreal Gimeno
Universidad Pablo de Olavide

Resumo

A pesquisa sobre violência escolar e a aceitação (ou rejeição) dos adolescentes pelo seu grupo de pares ainda é pouco conclusiva. Entretanto, tem sido observado que os adolescentes violentos e os rejeitados apresentam problemas nas relações familiares e na escola. Este estudo tem como objetivo analisar a relação entre variáveis familiares, variáveis escolares e a violência escolar em adolescentes rejeitados e adolescentes populares. Participaram 1068 adolescentes entre 11 e 16 anos. Foram calculados modelos de equações estruturais. Os resultados mostram que as variáveis familiares se relacionam de modo diferente com a violência escolar em adolescentes rejeitados e aceitos: a autoestima familiar exerce um efeito direto na violência escolar no grupo de rejeitados e um efeito indireto em adolescentes aceitos, entretanto, o apoio do pais se relaciona com a autoestima escolar no grupo de aceitos, porém, não no grupo de rejeitados.

Downloads

Não há dados estatísticos.

Detalhes do artigo

Edição
v. 12 n. 2 (2010)
Seção
Artigos

Os direitos autorais dos artigos publicados na Revista Psicologia: Teoria e Prática pertencem aos autores, que concedem à Universidade Presbiteriana Mackenzie os direitos não exclusivos de publicação do conteúdo.

Referências

ADAIR, V. A. et al. Bullying in New Zealand secondary schools. New Zealand Journal of Educational Studies, Connecticut, v. 35, p. 207­221, 2000.

ALONSO, J.; ROMÁN, J. M. Prácticas educativas familiares y autoestima. Psicothema, Asturias, v. 17, p. 76­82, 2005.

ANDREOU, E. Bully/Victim problems and their association with psychological cons­tructs in 8­to 12­year old Greek schoolchildren. Aggressive Behavior, Connecticut, v. 26, p. 49­56, 2000.

BATISTA, J. M.; COENDERS, G. Modelos de ecuaciones estructurales. Madrid: La Mu­ralla,2000.

BENTLER, P. M. EQS structural equations program manual. Encino, CA: Multivariate Software, 1995.

CAVA, M. J.; MUSITU, G.; MURGUI, S. Familia y violencia escolar: el rol mediador de la autoestima y la actitud hacia la autoridad institucional. Psicothema, Asturias, v. 18, n. 3, p. 367­373, 2006.

CEREZO, F.; ATO, M. Bullying in Spanish and English pupils: a sociometric perspecti­ve using the BULL­S questionnaire. Educational Psychology, Philadelphia, v. 25, n. 4, p. 353­367, 2005.

COHEN, J. Statistical power analysis for the behavioral sciences. 2. ed. Hillsdale, NJ: Lawrence Earlbaum Associates, 1988.

DEMARAY, M. K.; MALECKI, C. K. The relationship between perceived social support and maladjustment for student at risk. Psychology in the Schools, v. 39, n. 3, p. 305­316, 2002.

DEPTULA, D. P.; COHEN, R. Aggressive, rejected, and delinquent children and adoles­cents: a comparison of their friendships. Aggression and Violent Behavior, Tarrytown, v. 9, n. 1, p. 75­104, 2004.

DOMITROVICH, C. E.; BIERMAN, K. Parenting practices and child social adjustment: mul­tiple pathways of influence. Merrill Palmer Quarterly, Arizona, v. 47, p. 235­63, 2001.

EMLER, N.; OHANA, J.; DICKINSON, J. Children's representation of social relations. In: DUVEEN, G.; LLOYD, B. (Ed.). Social representations and the development of knowledge. Cambridge: Cambridge University Press, 1990.

EMLER, N.; REICHER, S. Adolescence and delinquency. Oxford: Blackwell, 1995. 267 p.

ESTÉVEZ, E.; MUSITU, G.; HERRERO, J. The influence of violent behavior and victimi­zation at school on psychological distress: the role of parents and teachers. Adolescence, Roslyn Heights, v. 40, n.157, p. 183­196, 2005.

ESTÉVEZ, E. et al. Aggresive and non­aggresive rejected students. An analysis of their differences. Psycholgy in the Schools, v. 43, n. 3, p. 387­400, 2006a.

ESTÉVEZ, E. et al. Relaciones familiares, rechazo entre iguales y violencia escolar. Cultura y Educación, Madrid, v. 18, n.3­4, 2006b.

ESTÉVEZ, E. et al. Estilos de comunicación familiar, actitud hacia la autoridad institucional y conduc­ta violenta del adolescente en la escuela. Psicothema, Oviedo, v. 19, p. 108­113, 2007.

FRENCH, D. Heterogeneity of peer­rejected boys: aggressive and non­aggressive sub­types. Child Development, Chicago, v. 59, p. 976­985, 1998.

GRAHAM, S.; JUVONEN, J. Ethnicity, peer harassment, and adjustment in middle school: an exploratory study. Journal of Early Adolescence, New York, v. 22, p. 173­199, 2002.

HAIR, J. F. et al. Análisis multivariante. Madrid: Pearson Educación, 1999.

HATZICHRISTOU, C.; HOPF, D. A multiperspective comparison of peer sociometric sta­tus groups in childhood and adolescence. Child Development, Chicago, v. 67, p. 1085­1102, 1996.

HAWLEY, P.; VAUGHN, B. Aggression and adaptation: the bright side to bad behavior. In­troduction to special volume. Merrill‑Palmer Quarterly, Arizona, v. 49, p. 239­244, 2003.

HAY, D. F.; PAYNE, A.; CHADWICK, A. Peer relations in childhood. Journal of Psychology and Psychiatry, v. 45, p. 84­108, 2004.

HELSEN, M.; VOLLEBERGH, W.; MEEUS, W. Social support from parents and friends and emotional problems in adolescence. Journal of Youth and Adolescence, New York, v. 29, p. 319­335, 2000.

HYMEL, S.; BOWKER, A.; WOODY, E. Aggressive versus withdrawal unpopular chil­dren: variations in peer and self­perceptions in multiple domains. Child Development, Chicago, v. 64, p. 879­896, 1993.

JIMÉNEZ, T. I.; MUSITU, G.; MURGUI, S. Familia, apoyo social y conducta delictiva en la adolescencia: efectos directos y mediadores. Anuario de Psicología, Barcelona, v. 36, p. 181­196, 2005.

LADD, G. W. Peer relationships and social competence during early and middle chil­dhood. Annual Review of Psychology, Palo Alto, v. 50, p. 333­359, 1999.

LAMBERT, S. F.; CASHWELL, C. S. Pre­teens talking to parents: perceived communica­tion and school­based aggression. The Family Journal, Missipi, v. 12, p. 122­128, 2004.

MARTÍNEZ, B. et al. El rol del apoyo parental, las actitudes hacia la escuela y la auto­estima en la violencia escolar en adolescentes. International Journal of Clinical and Health Psychology, Granada, v. 8, 2008.

MARTÍNEZ, B. et al. Conflicto marital, comunicación familiar y ajuste escolar en adolescentes. Revista Mexicana de Psicología, México, v. 26, p. 27­40, 2009.

MATZA, L. S.; KUPERSMIDT, J. B.; GLENN, M. Adolescents’ perceptions and standards of their relationship with their parents as a function of sociometric status. Journal of Research on Adolescence, Mahwah, v. 11, p. 245­272, 2001.

MCDOUGALL, P. et al. The consequences of early childhood rejection. In: LEARY, M. (Ed.) Interpersonal Rejection. New York: Oxford University Press. 2001. p. 213­247.

MONCHER, F. J.; MILLER, G. E. Nondelinquent youths’ stealing behavior and their per­ceptions of parents, school, and peers. Adolescence, Roslyn Heights, v. 34, p. 577­591, 1999.

MOUNTS, N. S. et al. Shyness, sociability and parental support for the college transi­tion: Relation to adolescent’s adjustment. Journal of Youth and Adolescence, New York, v. 35, n. 1, p. 71­80, 2006.

MUSITU, G.; GARCÍA, F.; GUTIÉRREZ, M. AFA: Autoconcepto Forma‑A. Madrid: TEA Ediciones, 1994.

MUSITU, G., MARTÍNEZ, B.; MURGUI, S. Conflicto marital, apoyo parental y ajuste es­colar en adolescentes. Anuario de psicología, Barcelona, v. 37, n. 3, p. 247­258, 2006.

O’MOORE, M.; KIRKHAM, C. Self­esteem and its relationship to bullying behavior. Aggressive behavior, New York, v. 27,p. 269­283, 2001.

PATTERSON, C. J.; KUPPERSMIDT, J. B.; GRIESLER, P. C. Children’s perceptions of self and of relations with others as a function of sociometric status. Child Development, Chicago, v. 61, p. 1335­1349, 1990.

PELLEGRINI, A. D.; BARTINI, M. A longitudinal study of bullying, victimization, and peer affiliation during the transition from primary school to middle school American Educational Research Journal, Washington, v. 37, n. 3, p. 699­725, 2000.

REICHER, S.; EMLER, N. Delinquent behavior and attitudes to formal authority. British Journal of Social Psychology, Letchworth Herts, v. 3, p.161­168, 1985.

ROHNER, R. P.; VENEZIANO, R. A. The importance of father love: history and contem­porary evidence. Review of General Psychology, Washington, v. 5, p. 382­405, 2001.

RUBIN, K. H. et al. Attachment, friendship, and psychosocial functioning in early ado­lescence. Journal of Early Adolescence, New York, v. 24, p. 326­356, 2004.

SCHOLTE, R. H. J.; VAN LIESHOUT, C. F. M.; VAN AKEN, M. A. G. Perceived relational support in adolescence: dimensions, configurations, and adolescent adjustment. Journal of Research in Adolescence, v. 11, p. 71­94, 2001.

SCHWARTZ, D. et al. Popularity, social acceptance, and aggression in adolescent peer groups: Links with academic performance and school attendance. Developmental Psychology/American Psychological Association, Washington, v. 42, p. 1116­1127, 2006.

VENEZIANO, R. A. Perceived paternal and maternal acceptance and rural African American and European American youths’ psychological adjustment. Journal of Marriage and the Family, v. 62,p. 123­132, 2000.

YOON, J. et al. Social cognitive differences between aggressive­rejected and aggres­sive­non­rejected children. Journal of School Psychology, Colombus, v. 38. p. 551­570, 2000.

WENTZEL, K. R.; ASHER, S. R. The academic lives of neglected, rejected, popular, and controversial children. Child Development, Chicago, v. 66, p.754­763, 1995.

WERNER, N. E. Maladaptive peer relationships and the development of relational and physical aggression during middle childhood. Social Development, London, v. 13, p. 255­277, 2004.