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Rodríguez Escobar, F. J., Hernández Granda, E., Herrero Olaizola, J., Estrada Pineda, C., Chan Gamba, C., & Bringas Molleda, C. (2010). Relationship between violence and social integration in classrooms of elementary education. International Journal of Psychological Research, 3(2), 34–42. https://doi.org/10.21500/20112084.810
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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
The aggressiveness in the school classrooms is a growing up phenomenon that is now in the center of the social concern. This study was conducted in a Elementary School Center at The Principality of Asturias, and aims to establish the relationship between the interactions the children make with their peers and the violent behaviors inside of the school based on the age and gender. Participants were 132 students. The results support the idea that boys show more violent behavior than girls, the age issue was significant (the upper grade of the student means more use of the violence). Besides the kids seen by their teacher as violent are rejected and less popular in the class; this does not happen in the case of both girls and the children of the lower grades, because there is not a significant correlation between aggressiveness and integration into the group
Referencias
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Farrington, D. P. (2000). Adolescent violence: Findings and implications from the Cambridge Stude. En G. Boswell (Ed.), Violent Children and Adolescents: Asking the question why. London: Whurr Publishers.
Gómez Cabornero (2006). La Competencia Social en los adolescentes asturianos. Resultados de la aplicación del Programa de Pensamiento Prosocial (PPS). Oviedo: Tesis Doctoral no publicada.
González Álvarez, J. (1990). Sociomtria per ordinador. El test sociomètric. Generalitat Valenciana: Consellería de Cultura, Educació i Ciencia. Valencia
Kazdin, A. y Buela-Casal, G. (1999). Conducta antisocial. Madrid: Pirámide.
Kosair, K. y Pecjack, S. (2005). Sociometry as a method for investigating peer relationships: What does it actually measure?. Educational Research, 47(1), 127-144.
López Latorre, Mª. J., Garrido, V., Rodríguez, F.J. y Paíno, S.G. (2002). Jóvenes y competencia social. Un programa de intervención. Psicothema, 14(Supl.), 155-163.
McDougall, P., Hymel, S., Vaillancourt, T. y Mercer, L. (2001). The consequences of childhood peer rejection. En M. Leary (Ed.). Interpersonal rejection. London: Oxford University Press.
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