Ver/Descargar
PDF (English)
FLIP
Cómo citar
Valdés Cuervo, A. A., Tánori Quintana, J., Carlos Martínez, E. A., & Wendlandt Amezaga, T. R. (2018). Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo. International Journal of Psychological Research, 11(1), 50–57. https://doi.org/10.21500/20112084.1777
Más formatos de cita
Términos de licencia
▼
The work that is sent to this journal must be original, not published or sent to be published elsewhere; and if it is accepted for publication, authors will agree to transfer copyright to International Journal of Psychological Research.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
Se buscó establecer la relación de la presencia de conductas desafiantes, conflictos entre padres y violencia en la comunidad con la probabilidad de ocurrencia de comportamientos de intimidación en estudiantes de primaria. En este estudio participaron 664, de los cuales 80 (12.04%) fueron identificados como agresores; posteriormente se incluyeron al azar 80 estudiantes sin informes de ataques como grupo control. Usando la regresión lógica, se encontró que las variables estudiadas manifiestan diferencias significativas entre los grupos de estudiantes con y sin comportamiento agresivo hacia los compañeros (R2 = .39). El comportamiento desafiante (OR = 7.83), el conflicto parental (OR = 3.77) y la violencia comunitaria (OR = 5.36) aumentan la probabilidad de pertenecer al grupo de agresores. Concluimos que es necesario analizar el bullying desde un marco ecológico que considera variables ubicadas en los contextos en los que interactúan los individuos.
Palabras clave:
Referencias
Aguilera, M. A., Muñoz, G., & Orozco, A. (2007). Disciplina, violencia y consumo de sustancias nocivas a la salud en escuelas primarias y
secundarias de México [Discipline, violence and substance use harmful to health in primary schools and secondary schools of Mexico]. México: INEE. Retrieved from http://publicaciones.inee.edu.mx/buscadorPub/P1/D/230/P1D230.pdf
Azam, A., & Hanif, R. (2011). Impact of parents’ marital conflicts on parental attachment and social competence of adolescent. European Journal of Developmental Psychology, 8(2), 157-170. doi:10.1080/17405620903332039
Bacchini, D., Esposito, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community & Applied Social Psychology, 19(1), 17-32. doi: 10.1002/casp.975
Bandura, A. (1973). Aggression: A social learning theory analysis. Englewood Cliffs, N.J.: Prentice Hall.
Bowes, L., Maughan, B., Caspi, A., Moffitt, T. E., & Arseneault, L. (2010). Families promote emotional and behavioural resilience to bullying: evidence of an environmental effect. Journal of Child Psychology and Psychiatry, 51(7), 809-817. doi:10.1111/j.1469-7610.2010.02216.x
Buehler, C., Lange, G., & Franck, K. L. (2007). Adolescents’ cognitive and emotional responses to marital hostility. Child Development, 78(3), 775-789. doi: 10.1111/j.1467-8624.2007.01032.x
Castillo, C., & Pacheco, M. M. (2008). Perfil del maltrato (bullying) entre estudiantes de secundaria en la ciudad de Mérida, Yucatán. Revista Mexicana de Investigación Educativa, 13(38), 825-842.
Cea, M. A. (2004). Análisis multivariable. Teoría y práctica en la investigación social. Madrid: Síntesis.
Chang, L. Y., Wang, M. Y., & Tsai, P. S. (2016). Neighborhood disadvantage and physical aggression in children and adolescents: A
systematic review and meta-analysis of multilevel studies. Aggressive Behavior, 42(5), 441-454. doi:10.1002/ab.21641
Chaux, E., Molano, A., & Podlesky, P. (2009). Socioeconomic, socio-political and socio-emotional variables explaining school bullying: a countrywide multilevel analysis. Aggressive Behavior, 35(6), 520-529. doi:10.1002/ab.20320
Cho, J. I., Hendrickson, J. M., & Mock, D. R. (2009).Bullying status and behavior patterns of preadolescents and adolescents with behavioral disorders. Education and Treatment of Children, 32(4), 655-671.
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83. doi: 10.1037/a0020149
Cummings, E. M., Goeke-morey, M. C., & Papp, L. M. (2003). Children`s responses to everyday marital conflict tactics in the home. Child Development, 74(6), 1918-1929. doi:10.1046/j.1467-8624.2003.00646.x
Dollard, J., Miller, N. E., Doob, L. W., Mowrer, O. H., & Sears, R. R. (1939). Frustration and aggression. New Haven: Yale University Press.
Elliot, M. (2008). Intimidadores y víctimas. In M. Elliot (Ed.), Intimidación. Una guía práctica para combatir el miedo en las escuelas (pp. 39-55). México: Fondo de Cultura Económica.
Fanti, K. A., & Kimonis, E. R. (2012). Bullying and victimization: The role of conduct problems and psychopathic traits. Journal of Research on Adolescence, 22(4), 617-631. doi:10.1111/j.1532-7795.2012.00809.x
Farmer, T. W., Petrin, R. A., Robertson, D. L., Fraser, M. W., Hall, C. M., Day, S. H., & Dadisman, K. (2010). Peer relations of bullies, bully-victims, and victims: The two social worlds of bullying in second-grade classrooms. The Elementary School Journal, 110(3), 364-392. doi: 10.1086/648983
Farrington, D. P. (1993). Understanding and Preventing Bullying. Crime and Justice, 17, 381-458. doi: 10.1086/449217
Frías-Armenta, M., Durón, F., & Castro, D. (2011). Justicia restaurativa: Evaluación de los factores comunitarios. Revista Mexicana de Psicología, 28(2), 217-225.
Frías-Armenta, M., López-Escobar, A. E., & Díaz-Méndez, S. G. (2003). Predictores de la conducta antisocial juvenil: un modelo ecológico. Estudos de Psicologia (Natal), 8(1), 15-24. doi: 10.1590/S1413-294X2003000100003
Grych, J. H., Seid, M., & Fincham, F. D. (1992). Assessing Marital Conflict from the Child’s Perspective: The Children’s Perception of Interparental Conflict Scale. Child Development, 63(3), 558-572. doi: 10.1111/j.1467-8624.1992.tb01646.x
Ho, R. (2014). Handbook of univariate and multivariate data analysis with IBM SPSS (2th ed.). Florida, US: Taylor & Francis Group.
Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17(4), 311–322. doi: 10.1016/j.avb.2012.03.003
Kim, M. J., Catalano, R. F., Haggerty, K. P., & Abbott, R. D. (2011). Bullying at elementary school and problem behaviour in young adulthood: A study of bullying, violence and substance use from age
11 to age 21. Criminal Behaviour and Mental Health, 21(2), 136–144. doi: 10.1002/cbm.804
Kitzmann, K. M., Gaylord, N. K., Holt, A. R., & Kenny, E. D. (2003). Child witnesses to domestic violence: A meta-analytic review. Journal of Consulting and Clinical Psychology, 71(2), 339-352. doi: 10.1037/0022-006x.71.2.339
Kokkinos, C. M., & Panayiotou, G. (2004). Predicting bullying and victimization among early adolescents: Associations with disruptive
behavior disorders. Aggressive Behavior, 30(6), 520-533. doi: 10.1002/ab.20055
Lee, J.-y., Wesbecher, K., Lee, M., & Lee, J. (2015). The mediation effects of dysfunctional beliefs and emotional regulation on children’s perceived parental conflict and internalizing and externalizing problems. School Psychology International, 36(5), 447-466. doi: 10.1177/0143034315602525
Lenzi, M., Vieno, A., Perkins, D. D., Pastore, M., Santinello, M., & Mazzardis, S. (2012). Perceived Neighborhood Social Resources as Determinants of Prosocial Behavior in Early Adolescence. American Journal of Community Psychology, 50(1-2), 37-49. doi: 10.1007/s10464-011-9470-x
Lindsey, E. W., Colwell, M. J., Frabutt, J. M., & MacKinnon-Lewis, C. (2006). Family conflict in divorced and non-divorced families: Potential consequences for boys’ friendship status and friendship quality. Journal of Social and Personal Relationships, 23(1), 45-63. doi: 10.1177/0265407506060177
Low, S., & Espelage, D. (2014). Conduits from community violence exposure to peer aggression and victimization: Contributions of parental monitoring, impulsivity, and deviancy. Journal of Counseling Psychology, 61(2), 221-231. doi: 10.1037/a0035207
Lynch, M. (2003). Consequences of Children’s Exposure to Community Violence. Clinical Child and Family Psychology Review, 6(4), 265-274. doi: 10.1023/B:CCFP.0000006293.77143.e1
Mann, M. J., Kristjansson, A. L., Sigfusdottir, I. D., & Smith, M. L. (2015). The Role of Community, Family, Peer, and School Factors in Group Bullying: Implications for School-Based Intervention. Journal of School Health, 85(7), 477-486. doi: 10.1111/josh.12270
Margolin, G., Gordis, E. B., & John, R. S. (2001). Coparenting: A link between marital conflict and parenting in two-parent families. Journal of Family Psychology, 15(1), 3-21. doi: 10.1037/0893-3200.15.1.3
Martínez, B., Amador, L. V., Moreno. D., & Musitu, G. (2011). Implicación y participación comunitaria y ajuste psicosocial en adolescentes. Psicología y Salud, 21(2), 205-214.
McCoy, K. P., George, M. R. W., Cummings, E. M., & Davies, P. T. (2013). Constructive and Destructive Marital Conflict, Parenting, and Children’s School and Social Adjustment. Social Development, 22(4), 641-662. doi: 10.1111/sode.12015
McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70(4), 300-310. doi: 10.1037/a0039174 Muñoz, G. (2008). Violencia escolar en México y otros países: comparaciones a partir de los resultados del Instituto Nacional para la Evaluación de la Educación. Revista Mexicana de Investigación Educativa, 13(39), 1195-1228.
O’Brennan, L. M., Bradshaw, C. P., & Sawyer, A. L. (2009). Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims. Psychology in the Schools, 46(2), 100-115. doi: 10.1002/ pits.20357
Olweus, D. (2011). Bullying at school and later criminality: Findings from three Swedish community samples of males. Criminal Behaviour and Mental Health, 21(2), 151-156. doi: 10.1002/cbm.806
Organization for Economic Co-operation and Development [OCDE]. (2017), PISA 2015 Results (Volume III): Students’ Well-Being, Paris, France: OECD Publishing. doi: 10.1787/9789264273856-en
Ortega, R. O, & Del Rey, R. (2008). La violencia escolar. Estrategias de prevención (4ta Ed.). Barcelona: GRAO. Pearce, J. (2008). ¿Qué se puede hacer con el agresor? In M. Elliot (Ed.), Intimidación. Una guía práctica para combatir el miedo en las escuelas (pp. 157-186). Mexico: Fondo de Cultura Económica.
Pech, E. (2010). Dificultades de interacción social y violencia en migrantes escolares de secundarias urbanas yucatecas. El Cotidiano, 161, 105-117.
Peeters, M., Cillessen, A. H. N., & Scholte, R. H. J. (2010). Clueless or Powerful? Identifying Subtypes of Bullies in Adolescence. Journal of Youth and Adolescence, 39(9), 1041-1052. doi: 10.1007/s10964-009-9478-9
Pepler, D., Jiang, D., Craig, W., & Connolly, J. (2008). Developmental Trajectories of Bullying and Associated Factors. Child Development, 79(2), 325-338. doi: 10.1111/j.1467-8624.2007.01128.x
Phillips, C. (2003). Who’s Who in the Pecking Order? Aggression and ‘Normal Violence’ in the Lives of Girls and Boys. The British Journal of Criminology, 43(4), 710-728. doi: 10.1093/bjc/43.4.710
Rodkin, P. C., Espelage, D. L., & Hanish, L. D. (2015). A relational framework for understanding bullying: Developmental antecedents and outcomes. American Psychologist, 70(4), 311-321. doi: 10.1037/a0038658
Román, M., & Murillo, F. (2011). América Latina: violencia entre estudiantes y desempeño escolar. Revista CEPAL, 104, 37-54. Recuperado de doi: 123456789/1377
Rose, C. A., & Espelage, D. L. (2012). Risk and Protective Factors Associated with the Bullying Involvement of Students with Emotional and Behavioral Disorders. Behavioral Disorders, 37(3), 133-148.
Saucedo, C. (2005). Los alumnos de la tarde son los peores: prácticas, discursos y posicionamiento de la identidad de alumnos problema en la escuela secundaria. Revista Mexicana de Investigación Educativa, 10 (26), 641-668.
Schmidt, C. J., Pierce, J., & Stoddard, S. A. (2016). The mediating effect of future expectations on the relationship between neighborhood context and adolescent bullying perpetration. Journal
of Community Psychology, 44(2), 232-248. doi: 10.1002/jcop.21761
Sturge-Apple, M. L., Davies, P. T., & Cummings, E. M. (2006). Impact of hostility and withdrawal in interparental conflict on parental emotional unavailability and children’s adjustment difficulties. Child Development, 77(6), 1623-1641. doi: 10.1111/j.1467-8624.2006.00963.x
Sutton, J., Reeves, M., & Keogh, E. (2000). Disruptive behaviour, avoidance of responsibility and theory of mind. British Journal of
Developmental Psychology, 18(1), 1-11. doi: 10.1348/026151000165517
Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a socialecological diathesis–stress model. American Psychologist, 70(4), 344-353. doi: 10.1037/a0038929
Turner, H. A., Shattuck, A., Hamby, S., & Finkelhor, D. (2013). Community disorder, victimization exposure, and mental health in a national sample of youth. Journal of Health and Social Behavior, 54(2), 258-275. doi: 10.1177/0022146513479384
Valdebenito, S., Ttofi, M., & Eisner, M. (2015). Prevalence rates of drug use among school bullies and victims: A systematic review and metaanalysis of cross-sectional studies. Aggression and Violent Behavior, 23, 137-146. doi: 10.1016/j.avb.2015.05.004
Valdés, A. A., & Carlos, E. A. (2017). Relación entre disciplina parental restaurativa, manejo de la vergüenza, compasión y acoso escolar [Relationship among parental restorative discipline, shame
management, sympathy, and bullying]. Revista Mexicana de Psicología, 34(1), 37-45.
Valdés, A. A., Carlos, E. A., Tánori, J., & Madrid, E. J. (2016). Relación entre funcionamiento familiar, emociones morales y violencia entre estudiantes de primaria [Relation between Family Functioning, Moral Emotions, and Violence in Elementary School Students]. Revista Mexicana de Investigación Educativa, 21(71), 1093-1110.
Van Cleave, J., & Davis, M. M. (2006). Bullying and peer victimization among children with special health care needs. Pediatrics, 118(4), e1212-e1219. doi: 10.1542/peds.2005-3034
Verlinden, M., Jansen, P. W., Veenstra, R., Jaddoe, V. W. V., Hofman, A., Verhulst, F. C., . . . Tiemeier, H. (2015). Preschool Attention-Deficit/Hyperactivity and Oppositional Defiant Problems as Antecedents of School Bullying. Journal of the American Academy of Child & Adolescent Psychiatry, 54(7), 571-579. doi: 10.1016/j.jaac.2015.05.002
Vieno, A., Santinello, M., Pastore, M., & Perkins, D. D. (2007). Social support, sense of community in school, and self-efficacy as resources during early adolescence: an integrative model. American Journal Community Psychology, 39(1-2), 177-190. doi: 10.1007/s10464-007-9095-2
Volk, A. A., Dane, A. V., & Marini, Z. A. (2014). What is bullying? A theoretical redefinition. Developmental Review, 34(4), 327-343. doi:10.1016/j.dr.2014.09.001
Werneck, H., Eder, M. O., Yanagida, T., & Rollett, B. (2014). Predicting adolescents’ parent–child relationship quality from parental personality, marital conflict and adolescents’ personality. European Journal of Developmental Psychology, 11(2), 159-176. doi: 10.1080/17405629.2013.876914
Wolke, D., Woods, S., Bloomfield, L., & Karstadt, L. (2000). The association between direct and relational bullying and behaviour problems among primary school children. The Journal of Child Psychology and Psychiatry, 41(8), 989-1002. doi: 10.1111/1469-7610.00687
Zani, B., Cicognani, E., & Albanesi, C. (2001). Adolescents’ sense of community and feeling of unsafety in the urban environment. Journal of Community and Applied Social Psychology, 11(6), 475-489. doi: 10.1002/casp.647
secundarias de México [Discipline, violence and substance use harmful to health in primary schools and secondary schools of Mexico]. México: INEE. Retrieved from http://publicaciones.inee.edu.mx/buscadorPub/P1/D/230/P1D230.pdf
Azam, A., & Hanif, R. (2011). Impact of parents’ marital conflicts on parental attachment and social competence of adolescent. European Journal of Developmental Psychology, 8(2), 157-170. doi:10.1080/17405620903332039
Bacchini, D., Esposito, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community & Applied Social Psychology, 19(1), 17-32. doi: 10.1002/casp.975
Bandura, A. (1973). Aggression: A social learning theory analysis. Englewood Cliffs, N.J.: Prentice Hall.
Bowes, L., Maughan, B., Caspi, A., Moffitt, T. E., & Arseneault, L. (2010). Families promote emotional and behavioural resilience to bullying: evidence of an environmental effect. Journal of Child Psychology and Psychiatry, 51(7), 809-817. doi:10.1111/j.1469-7610.2010.02216.x
Buehler, C., Lange, G., & Franck, K. L. (2007). Adolescents’ cognitive and emotional responses to marital hostility. Child Development, 78(3), 775-789. doi: 10.1111/j.1467-8624.2007.01032.x
Castillo, C., & Pacheco, M. M. (2008). Perfil del maltrato (bullying) entre estudiantes de secundaria en la ciudad de Mérida, Yucatán. Revista Mexicana de Investigación Educativa, 13(38), 825-842.
Cea, M. A. (2004). Análisis multivariable. Teoría y práctica en la investigación social. Madrid: Síntesis.
Chang, L. Y., Wang, M. Y., & Tsai, P. S. (2016). Neighborhood disadvantage and physical aggression in children and adolescents: A
systematic review and meta-analysis of multilevel studies. Aggressive Behavior, 42(5), 441-454. doi:10.1002/ab.21641
Chaux, E., Molano, A., & Podlesky, P. (2009). Socioeconomic, socio-political and socio-emotional variables explaining school bullying: a countrywide multilevel analysis. Aggressive Behavior, 35(6), 520-529. doi:10.1002/ab.20320
Cho, J. I., Hendrickson, J. M., & Mock, D. R. (2009).Bullying status and behavior patterns of preadolescents and adolescents with behavioral disorders. Education and Treatment of Children, 32(4), 655-671.
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83. doi: 10.1037/a0020149
Cummings, E. M., Goeke-morey, M. C., & Papp, L. M. (2003). Children`s responses to everyday marital conflict tactics in the home. Child Development, 74(6), 1918-1929. doi:10.1046/j.1467-8624.2003.00646.x
Dollard, J., Miller, N. E., Doob, L. W., Mowrer, O. H., & Sears, R. R. (1939). Frustration and aggression. New Haven: Yale University Press.
Elliot, M. (2008). Intimidadores y víctimas. In M. Elliot (Ed.), Intimidación. Una guía práctica para combatir el miedo en las escuelas (pp. 39-55). México: Fondo de Cultura Económica.
Fanti, K. A., & Kimonis, E. R. (2012). Bullying and victimization: The role of conduct problems and psychopathic traits. Journal of Research on Adolescence, 22(4), 617-631. doi:10.1111/j.1532-7795.2012.00809.x
Farmer, T. W., Petrin, R. A., Robertson, D. L., Fraser, M. W., Hall, C. M., Day, S. H., & Dadisman, K. (2010). Peer relations of bullies, bully-victims, and victims: The two social worlds of bullying in second-grade classrooms. The Elementary School Journal, 110(3), 364-392. doi: 10.1086/648983
Farrington, D. P. (1993). Understanding and Preventing Bullying. Crime and Justice, 17, 381-458. doi: 10.1086/449217
Frías-Armenta, M., Durón, F., & Castro, D. (2011). Justicia restaurativa: Evaluación de los factores comunitarios. Revista Mexicana de Psicología, 28(2), 217-225.
Frías-Armenta, M., López-Escobar, A. E., & Díaz-Méndez, S. G. (2003). Predictores de la conducta antisocial juvenil: un modelo ecológico. Estudos de Psicologia (Natal), 8(1), 15-24. doi: 10.1590/S1413-294X2003000100003
Grych, J. H., Seid, M., & Fincham, F. D. (1992). Assessing Marital Conflict from the Child’s Perspective: The Children’s Perception of Interparental Conflict Scale. Child Development, 63(3), 558-572. doi: 10.1111/j.1467-8624.1992.tb01646.x
Ho, R. (2014). Handbook of univariate and multivariate data analysis with IBM SPSS (2th ed.). Florida, US: Taylor & Francis Group.
Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17(4), 311–322. doi: 10.1016/j.avb.2012.03.003
Kim, M. J., Catalano, R. F., Haggerty, K. P., & Abbott, R. D. (2011). Bullying at elementary school and problem behaviour in young adulthood: A study of bullying, violence and substance use from age
11 to age 21. Criminal Behaviour and Mental Health, 21(2), 136–144. doi: 10.1002/cbm.804
Kitzmann, K. M., Gaylord, N. K., Holt, A. R., & Kenny, E. D. (2003). Child witnesses to domestic violence: A meta-analytic review. Journal of Consulting and Clinical Psychology, 71(2), 339-352. doi: 10.1037/0022-006x.71.2.339
Kokkinos, C. M., & Panayiotou, G. (2004). Predicting bullying and victimization among early adolescents: Associations with disruptive
behavior disorders. Aggressive Behavior, 30(6), 520-533. doi: 10.1002/ab.20055
Lee, J.-y., Wesbecher, K., Lee, M., & Lee, J. (2015). The mediation effects of dysfunctional beliefs and emotional regulation on children’s perceived parental conflict and internalizing and externalizing problems. School Psychology International, 36(5), 447-466. doi: 10.1177/0143034315602525
Lenzi, M., Vieno, A., Perkins, D. D., Pastore, M., Santinello, M., & Mazzardis, S. (2012). Perceived Neighborhood Social Resources as Determinants of Prosocial Behavior in Early Adolescence. American Journal of Community Psychology, 50(1-2), 37-49. doi: 10.1007/s10464-011-9470-x
Lindsey, E. W., Colwell, M. J., Frabutt, J. M., & MacKinnon-Lewis, C. (2006). Family conflict in divorced and non-divorced families: Potential consequences for boys’ friendship status and friendship quality. Journal of Social and Personal Relationships, 23(1), 45-63. doi: 10.1177/0265407506060177
Low, S., & Espelage, D. (2014). Conduits from community violence exposure to peer aggression and victimization: Contributions of parental monitoring, impulsivity, and deviancy. Journal of Counseling Psychology, 61(2), 221-231. doi: 10.1037/a0035207
Lynch, M. (2003). Consequences of Children’s Exposure to Community Violence. Clinical Child and Family Psychology Review, 6(4), 265-274. doi: 10.1023/B:CCFP.0000006293.77143.e1
Mann, M. J., Kristjansson, A. L., Sigfusdottir, I. D., & Smith, M. L. (2015). The Role of Community, Family, Peer, and School Factors in Group Bullying: Implications for School-Based Intervention. Journal of School Health, 85(7), 477-486. doi: 10.1111/josh.12270
Margolin, G., Gordis, E. B., & John, R. S. (2001). Coparenting: A link between marital conflict and parenting in two-parent families. Journal of Family Psychology, 15(1), 3-21. doi: 10.1037/0893-3200.15.1.3
Martínez, B., Amador, L. V., Moreno. D., & Musitu, G. (2011). Implicación y participación comunitaria y ajuste psicosocial en adolescentes. Psicología y Salud, 21(2), 205-214.
McCoy, K. P., George, M. R. W., Cummings, E. M., & Davies, P. T. (2013). Constructive and Destructive Marital Conflict, Parenting, and Children’s School and Social Adjustment. Social Development, 22(4), 641-662. doi: 10.1111/sode.12015
McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70(4), 300-310. doi: 10.1037/a0039174 Muñoz, G. (2008). Violencia escolar en México y otros países: comparaciones a partir de los resultados del Instituto Nacional para la Evaluación de la Educación. Revista Mexicana de Investigación Educativa, 13(39), 1195-1228.
O’Brennan, L. M., Bradshaw, C. P., & Sawyer, A. L. (2009). Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims. Psychology in the Schools, 46(2), 100-115. doi: 10.1002/ pits.20357
Olweus, D. (2011). Bullying at school and later criminality: Findings from three Swedish community samples of males. Criminal Behaviour and Mental Health, 21(2), 151-156. doi: 10.1002/cbm.806
Organization for Economic Co-operation and Development [OCDE]. (2017), PISA 2015 Results (Volume III): Students’ Well-Being, Paris, France: OECD Publishing. doi: 10.1787/9789264273856-en
Ortega, R. O, & Del Rey, R. (2008). La violencia escolar. Estrategias de prevención (4ta Ed.). Barcelona: GRAO. Pearce, J. (2008). ¿Qué se puede hacer con el agresor? In M. Elliot (Ed.), Intimidación. Una guía práctica para combatir el miedo en las escuelas (pp. 157-186). Mexico: Fondo de Cultura Económica.
Pech, E. (2010). Dificultades de interacción social y violencia en migrantes escolares de secundarias urbanas yucatecas. El Cotidiano, 161, 105-117.
Peeters, M., Cillessen, A. H. N., & Scholte, R. H. J. (2010). Clueless or Powerful? Identifying Subtypes of Bullies in Adolescence. Journal of Youth and Adolescence, 39(9), 1041-1052. doi: 10.1007/s10964-009-9478-9
Pepler, D., Jiang, D., Craig, W., & Connolly, J. (2008). Developmental Trajectories of Bullying and Associated Factors. Child Development, 79(2), 325-338. doi: 10.1111/j.1467-8624.2007.01128.x
Phillips, C. (2003). Who’s Who in the Pecking Order? Aggression and ‘Normal Violence’ in the Lives of Girls and Boys. The British Journal of Criminology, 43(4), 710-728. doi: 10.1093/bjc/43.4.710
Rodkin, P. C., Espelage, D. L., & Hanish, L. D. (2015). A relational framework for understanding bullying: Developmental antecedents and outcomes. American Psychologist, 70(4), 311-321. doi: 10.1037/a0038658
Román, M., & Murillo, F. (2011). América Latina: violencia entre estudiantes y desempeño escolar. Revista CEPAL, 104, 37-54. Recuperado de doi: 123456789/1377
Rose, C. A., & Espelage, D. L. (2012). Risk and Protective Factors Associated with the Bullying Involvement of Students with Emotional and Behavioral Disorders. Behavioral Disorders, 37(3), 133-148.
Saucedo, C. (2005). Los alumnos de la tarde son los peores: prácticas, discursos y posicionamiento de la identidad de alumnos problema en la escuela secundaria. Revista Mexicana de Investigación Educativa, 10 (26), 641-668.
Schmidt, C. J., Pierce, J., & Stoddard, S. A. (2016). The mediating effect of future expectations on the relationship between neighborhood context and adolescent bullying perpetration. Journal
of Community Psychology, 44(2), 232-248. doi: 10.1002/jcop.21761
Sturge-Apple, M. L., Davies, P. T., & Cummings, E. M. (2006). Impact of hostility and withdrawal in interparental conflict on parental emotional unavailability and children’s adjustment difficulties. Child Development, 77(6), 1623-1641. doi: 10.1111/j.1467-8624.2006.00963.x
Sutton, J., Reeves, M., & Keogh, E. (2000). Disruptive behaviour, avoidance of responsibility and theory of mind. British Journal of
Developmental Psychology, 18(1), 1-11. doi: 10.1348/026151000165517
Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a socialecological diathesis–stress model. American Psychologist, 70(4), 344-353. doi: 10.1037/a0038929
Turner, H. A., Shattuck, A., Hamby, S., & Finkelhor, D. (2013). Community disorder, victimization exposure, and mental health in a national sample of youth. Journal of Health and Social Behavior, 54(2), 258-275. doi: 10.1177/0022146513479384
Valdebenito, S., Ttofi, M., & Eisner, M. (2015). Prevalence rates of drug use among school bullies and victims: A systematic review and metaanalysis of cross-sectional studies. Aggression and Violent Behavior, 23, 137-146. doi: 10.1016/j.avb.2015.05.004
Valdés, A. A., & Carlos, E. A. (2017). Relación entre disciplina parental restaurativa, manejo de la vergüenza, compasión y acoso escolar [Relationship among parental restorative discipline, shame
management, sympathy, and bullying]. Revista Mexicana de Psicología, 34(1), 37-45.
Valdés, A. A., Carlos, E. A., Tánori, J., & Madrid, E. J. (2016). Relación entre funcionamiento familiar, emociones morales y violencia entre estudiantes de primaria [Relation between Family Functioning, Moral Emotions, and Violence in Elementary School Students]. Revista Mexicana de Investigación Educativa, 21(71), 1093-1110.
Van Cleave, J., & Davis, M. M. (2006). Bullying and peer victimization among children with special health care needs. Pediatrics, 118(4), e1212-e1219. doi: 10.1542/peds.2005-3034
Verlinden, M., Jansen, P. W., Veenstra, R., Jaddoe, V. W. V., Hofman, A., Verhulst, F. C., . . . Tiemeier, H. (2015). Preschool Attention-Deficit/Hyperactivity and Oppositional Defiant Problems as Antecedents of School Bullying. Journal of the American Academy of Child & Adolescent Psychiatry, 54(7), 571-579. doi: 10.1016/j.jaac.2015.05.002
Vieno, A., Santinello, M., Pastore, M., & Perkins, D. D. (2007). Social support, sense of community in school, and self-efficacy as resources during early adolescence: an integrative model. American Journal Community Psychology, 39(1-2), 177-190. doi: 10.1007/s10464-007-9095-2
Volk, A. A., Dane, A. V., & Marini, Z. A. (2014). What is bullying? A theoretical redefinition. Developmental Review, 34(4), 327-343. doi:10.1016/j.dr.2014.09.001
Werneck, H., Eder, M. O., Yanagida, T., & Rollett, B. (2014). Predicting adolescents’ parent–child relationship quality from parental personality, marital conflict and adolescents’ personality. European Journal of Developmental Psychology, 11(2), 159-176. doi: 10.1080/17405629.2013.876914
Wolke, D., Woods, S., Bloomfield, L., & Karstadt, L. (2000). The association between direct and relational bullying and behaviour problems among primary school children. The Journal of Child Psychology and Psychiatry, 41(8), 989-1002. doi: 10.1111/1469-7610.00687
Zani, B., Cicognani, E., & Albanesi, C. (2001). Adolescents’ sense of community and feeling of unsafety in the urban environment. Journal of Community and Applied Social Psychology, 11(6), 475-489. doi: 10.1002/casp.647
Descargas
Los datos de descargas todavía no están disponibles.
Citado por
