Bullying According to Gender, and Immigration Background in Spanish Students

  1. Isabel Piñeiro 1
  2. Leticia López-Castro 1
  3. Rocío González-Suárez 1
  4. Susana Rodríguez 1
  5. Antonio Valle 1
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2022

Volumen: 34

Número: 4

Páginas: 537-543

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2022.36 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Objetivos de desarrollo sostenible

Resumen

Los chicos son agresores más frecuentemente que ellas, pero no hay hallazgos concluyentes sobre diferencias de género en la victimización. Existe relación entre antecedentes de inmigración y acoso escolar, pero todavía se discuten las diferencias entre generaciones. Por ello, los objetivos de este estudio fueron: 1) analizar el acoso escolar en función del género y los antecedentes de inmigración (primera y segunda generación); 2) comparar las actitudes de los estudiantes contra el acoso escolar en función de dichas variables. Método: se llevó a cabo un análisis multivariado de covarianza (MANCOVA). Las variables independientes fueron el género y los antecedentes de inmigración. Las variables dependientes fueron los tipos de acoso escolar presencial (físico, verbal y relacional). La muestra fue constituida por 6335 estudiantes españoles (50.1% mujeres; 49.9% hombres; media de edad: 15.83, DT: 0.29). Resultados: se detectaron diferencias estadísticamente significativas en los tipos de acoso escolar considerados conjuntamente y en las actitudes contra el acoso en función del género y de los antecedentes de inmigración (p < .001). Conclusiones: el principal factor de riesgo encontrado fue ser inmigrante de primera generación. Los hallazgos se discuten en cuanto a la necesidad de abordar la victimización cultural en las escuelas.

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