Expressions of school violence in adolescence

  1. Antonio López-Castedo 1
  2. David Alvarez García 2
  3. José Domínguez Alonso 1
  4. Enrique Alvarez Roales 1
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Journal:
Psicothema

ISSN: 0214-9915

Year of publication: 2018

Volume: 30

Issue: 4

Pages: 395-400

Type: Article

More publications in: Psicothema

Abstract

Background: Research on school violence, which disserves the quality of the process of teaching and learning in schools, has increased in recent decades. The aims of this study were to identify the most prevalent types of school violence in Compulsory Secondary Education (CSE) according to the opinion of students, and to analyse differences in gender, school year, and the academic performance of the student informants. Method: The CUVE3-CSE questionnaire was applied to 4,943 CSE students (average age: 14.04; SD: 1.38) who are studying at 33 public and private schools. Results: showed the predominance of classroom disruption and student-to-student verbal violence, as well as differences in the level of perceived violence according to the variables analysed (gender, school year and academic performance). Conclusions: The study underscores the wide-ranging typology of violence at schools, and its everyday occurrence in classrooms, which highlight the need for improving our understanding in order to enhance the efficacy of prevention and intervention programs.

Bibliographic References

  • Albaladejo-Blázquez, N., Ferrer-Cascales, R., Reig-Ferrer, A., & Fernández-Pascual, M. D. (2013). Does School Violence Occur in Preschool and Primary Education? An Assessment and Management Proposal. Anales de Psicología, 29(3), 1060-1069. doi:10.6018/analesps.29.3.158431
  • Álvarez, L., Álvarez-García, D., González-Castro, P., Núñez, J. C., & González-Pienda, J. A. (2006). Evaluation of violent behaviors in secondary school. Psicothema, 18(4), 686-695.
  • Álvarez-García, D., Barreiro-Collazo, A., Núñez, J. C., & Dobarro, A. (2016). Validity and reliability of the Cyber-Aggression Questionnaire for Adolescents (CYBA). The European Journal of Psychology Applied to Legal Context, 8(2), 69-77. doi:10.1016/j.ejpal.2016.02.003
  • Álvarez-García, D., Dobarro, A., Álvarez, L., Núñez, J. C., & Rodríguez, C. (2014). School violence in Secondary schools in Asturias from the perspective of students. Educación XX1, 17(2), 337-360. doi:10.5944/educxx1.17.1.11494
  • Álvarez-García, D., Núñez, J. C., Álvarez, L., Dobarro, A., Rodríguez, C., & González-Castro, P. (2011). Violence through information and communication technologies in secondary. Anales de Psicología, 27(1), 221-230.
  • Álvarez-García, D., Núñez, J. C., & Dobarro, A. (2012). CUVE3. Cuestionario de Violencia Escolar 3 [School Violence Questionnaire-3]. Barakaldo: ALBOR-COHS.
  • Álvarez-García, D., Núñez, J. C., García, T., & Barreiro-Collazo, A. (2018). Individual, Family, and Community Predictors of Cyber-aggression among Adolescents. The European Journal of Psychology Applied to Legal Context, 10(2), 79-88. doi:10.5093/ejpalc2018a8
  • Álvarez-García, D., Rodríguez, C., González-Castro, P., Núñez, J. C., & Álvarez, L. (2010). The Training of Pre-Service Teachers to Deal with School. Revista de Psicodidáctica, 15(1), 35-56.
  • Álvarez-Martino, E., Álvarez-Hernández, M., Castro, P., Ángel-Campo, M., & González, C. (2016). Teachers’ perception of disruptive behaviour in the classrooms. Psicothema, 28(2), 174-180. doi:10.7334/psicothema2015.215
  • Andreou, E. (2004). Bully/victim problems and their association with Machiavellianism and self-efficacy in Greek primary school children. British Journal of Educational Psychology, 74, 297-309.
  • Ararteko-IDEA (2006). Convivencia y conflictos en los centros educativos [Coexistence and conflicts in educational centers]. Vitoria-Gasteiz: Ararteko.
  • Avilés, J. M., & Monjas, I. (2005). Study of the impact of bullying within the obligatory secondary education, using the questionnaire CIMEI (Avilés, 1999)-Questionnaire of bullying-. Anales de Psicología, 21(1), 27-41.
  • Baldry, A. (2005). Bystander behavior among Italian students. Pastoral Care in Education, 23(2), 30-35. doi:10.1111/j.02643944.2005.00329.x
  • Calvete, E., Orue, I., Estévez, A., Villardón, L., & Padilla, P. (2010). Cyberbullying in adolescents: Modalities and aggressors’ profile. Computers in Human Behavior, 26(5), 1128-1135.
  • Carbone-López, K., Esbensen, F. A., & Brick, B. T. (2010). Correlates and consequences of peer victimization: Gender differences in direct and indirect forms of bullying. Youth Violence and Juvenile Justice, 8(4), 332-350.
  • Carozzo, J. (2010). Bullying in the school. Revista de Psicología, 12, 329348.
  • Cava, M. J., Buelga, S., Musitu, G., & Murgui, S. (2010). School Violence between Adolescents and their Implications in the Psychosocial Adjustment: A Longitudinal Study. Revista Psicopedagógica, 15(1), 21-34.
  • Cerezo, F., & Ato, M. (2010). Social Status, gender, classroom climate and bullying among adolescents pupils. Anales de Psicología, 26(1), 137-144.
  • Crapanzano, A. M., Frick, P. J., & Terranova, A. M. (2010). Patterns of physical and relational aggression in a school-based sample of boys and girls. Journal of Abnormal Child Psychology, 38, 433-445.
  • Chafouleas, S. M., Briesch, A. M., Riley-Tillman, T. C., Christ, T. J., Black, A. C., & Kilgus, S. P. (2010). An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students. Journal of School Psychology, 48(3), 219-246.
  • Defensor del Pueblo-UNICEF (2007). Violencia escolar: el maltrato entre iguales en la Educación Secundaria Obligatoria 1999-2006 [School violence: The abuse between equals in Compulsory Secondary Education 1999-2006]. Madrid: Publicaciones de la Oficina del Defensor del Pueblo.
  • Dehue, F., Bolman, C., & Vollink, T. (2008). Cyberbullying: Youngsters’ experiences and parental perception. Cyber Psychology & Behavior, 11, 217-223.
  • Díaz-Aguado, M. J., & Martín, G. (2011). School coexistence and learning in adolescence from a gender perspective. Psicothema, 23(2), 252259.
  • Díaz-Aguado, M. J., Martínez, R., & Martín, J. (2010). Estudio Estatal sobre la convivencia escolar en la Educación Secundaria Obligatoria [State Study on school coexistence in Compulsory Secondary Education]. Madrid: Ministerio de Educación, Observatorio Estatal de la Convivencia.
  • Dobarro, A. (2011). A review of the main studies on the incidence of school violence in Asturias. Magister, 24, 77-89.
  • Domínguez, J., López, A., & Álvarez, E. (2011). Personal, familiar, school and social variables related to the conflicts in the educational centres of secondary education. Revista Galego-Portuguesa de Psicoloxía e Educación, 19(1), 79-96.
  • Eisman, A. B., Zimmerman, M. A., Kruger, D., Reischl, T. M., Miller, A. L., Franzen, S. P., & Morrel-Samuels, S. (2016). Psychological Empowerment Among Urban Youth: Measurement Model and Associations with Youth Outcomes. American Journal of Community Psychology, 58, 410-421. doi:10.1002/ajcp.12094
  • Estévez, E., & Jiménez, T. I. (2014). Aggressive Behavior and Personal and School Adjustment in a Sample of Spanish Adolescent Students. Universitas Psychologica, 14(1), 111-124. doi:10.11144/Javeriana.upsy14-1.caap
  • Félix, V., Soriano, M., & Godoy, C. (2009). Descriptive study about school bullying and violence in obligatory education. Escritos de Psicología, 2(2), 43-51.
  • Félix-Mateo, V., Soriano-Ferrer, M., Godoy-Mesas, C., & Sancho-Vicente, S. (2010). Ciberbullying in compulsory education. Aula Abierta, 38(1), 47-58.
  • Fernández, G., Álvarez, L., Ceña, F. J., & Álvarez-García, D. (2010). La conflictividad escolar en Asturias. Propuestas de intervención [School conflict in Asturias. Proposals for intervention]. Gijón: Centro del Profesorado y de Recursos de Avilés.
  • Fernández-Baena, F. J., Trianes, V., Morena-Fernández, M., EscobarEspejo, M., Infante-Cañete, L., & Blanca-Mena, M. (2011). Psychometric properties of a questionnaire to assess daily peer violence in schools. Anales de Psicología, 27, 102-108.
  • Herrera, M., Romera, E. M., Ortega, R., & Gómez, O. (2016). Influence of social motivation, self-perception of social efficacy and normative adjustment in the peer setting. Psicothema, 28(1), 32-39. doi:10.7334/psicothema2015.135
  • Hinduja, S., & Patchin, J. W. (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129-156.
  • Hulac, D. H., & Benson, N. (2010). The use of group contingencies for preventing and managing disruptive behaviors. Intervention in School & Clinic, 45(4), 257-262.
  • Kaplan, C.V. (2009): Violencia escolar bajo sospecha [School violence under suspicion]. Buenos Aires: Miño y Dávila.
  • Katzer, C., Fetchenhauer, D., & Belschak, F. (2009). Cyberbullying: Who are the victims? A comparison of victimization in Internet chatrooms and victimization in school. Journal of Media Psychology, 21, 2536.
  • Moral, G., Suárez, C., & Musitu, G. (2012). Peer roles and bullyig at school: A qualitative study. Revista de Psicología y Educación, 7, 105-127.
  • Moral, G. del, Suárez, C., Villarreal, Mª. E., & Musitu, G. (2014). Types of aggressive victims in bullying situations at secondary school. Infancia y Aprendizaje, 37, 399-428. doi:10.1080/02103702.2014.918816
  • Moreno, D., Neves de Jesús, S., Murgui, S., & Martínez, B. (2012). A longitudinal study of non-conforming social reputation and violence in adolescents from the gender perspective. Psychological Intervention, 21(1), 67-75. doi: 10.5093/in2012v21n1a6
  • Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. The Journal of the American Medical Association, 285, 2094-2100.
  • Owens, L., Daly, A., & Slee, P. (2005). Sex and age differences in victimization and conflict resolution among adolescents in a south Australian school. Aggressive Behavior, 31, 1-12.
  • Pachter, L. M., Bernstein, B. A., Szalacha, L. A., & Coll, C. G. (2010). Perceived racism and discrimination in children and youths: An exploratory study. Health & Social Work, 35(1), 61-70.
  • Peets, K., & Kikas, E. (2006). Aggressive strategies and victimization during adolescence: Grade and gender differences, and cross-informant agreement. Aggressive Behavior, 32(1), 68-79.
  • Pérez-Carbonell, A., Ramos-Santana, G., & Serrano, M. (2016). Compulsory secondary education teacher training for school bullying prevention and intervention: Some indicators. Educar, 52(1), 51-70. doi:10.5565/rev/educar.716
  • Pérez-Fuentes, M. C., Álvarez-Bermejo, J. A., Molero, M. P., Gázquez, J. J., & López, A. (2011). Scholar Violence and Academic Achievement (VERA): Augmented reality application. European Journal of Investigation in Health, Education and Psychology, 1(2), 71-84.
  • Piñeiro, E., Arense, J. J., López-Espín, J. J., & Torres, J. M. (2014). Impact of school violence and victimization among higher school students in the region of Murcia. Revista de Investigación Educativa, 32(1), 223241. doi:10.6018/rie.32.1.154251
  • Postigo, S., González R., Mateu, C., Ferrero, J., & Martorell, C. (2009). Behavioral gender differences in school relationships. Psicothema, 21(3), 453-458.
  • Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bully-ing? Scandinavian Journal of Psychology, 49, 147-154.
  • Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277-287.
  • Toldos, M. P. (2005). Sex and age differences in self-estimated physical, verbal and indirect aggression in Spanish adolescents. Aggressive Behavior, 31, 13-23.
  • Tomasini, M., Domínguez, L., & Peralta, H. (2013). Violence among students from the point of view of its actors. A narrative of the youth sociability. APOSTA, Revista de Ciencias Sociales, 58, 1-45.
  • Totura, C. M., Green, A. E., Karver, M. S., & Gesten, E. L. (2009). Multiple informants in the assessment of psychological, behavioural, and academic correlates of bullying and victimization in middle school. Journal of Adolescence, 32(2), 193-211.
  • Velasco, M. J., & Álvarez-González, B. (2015). Gender Profiles and Perceptions in School Violence. Revista de Investigación Educativa, 33(1), 211-231. doi:10.6018/rie.33.1.195891
  • Villarreal-González, M. E., Sánchez-Sosa, J. C., Veiga, F. H., & Del MoralArroyo, G. (2011). Development contexts, psychological distress, social self-esteem and school violence from a gender perspective in Mexican adolescents. Psychosocial Intervention, 20, 171-181. doi.org/10.5093/in2011v20n2a5