Influencia del acoso y ciberacoso escolar en el rendimiento académico y la inteligencia emocional percibida en estudiantes de Educación Secundaria Obligatoria

  1. Martínez Martínez, Ana María
Supervised by:
  1. Remedios López Liria Director
  2. José Manuel Aguilar Parra Co-director

Defence university: Universidad de Almería

Fecha de defensa: 18 December 2020

Committee:
  1. Eloísa Julia Guerrero Barona Chair
  2. Juan Miguel Fernández Campoy Secretary
  3. Jerónimo González Bernal Committee member

Type: Thesis

Teseo: 645844 DIALNET lock_openriUAL editor

Abstract

IntroductionIn recent decades, social concern for violent behaviors in educational settings has been increasing (Garaigordobil, 2011). School violence that is reflected in bad interpersonal relationships, lack of respect, unjustified aggressiveness, abuse and mistreatment of one another, stands as a social and psychological problem (Cerezo, 2009; Morales& Trianes, 2012; Ortega, 2010). In coexistence is where harassment and cyberbullying are installed that replace mutual respect and moral reciprocity with abusive forms of dominance-submission, causing an emotional imbalance that if maintained over time can generate negative consequences, especially for the victims (Elipe et al.,2012; Estévez et al.,2010; Ortega, 210).An optimal school climate is erected as a protective barrier to face violence (Carpio et al.,2013; Sánchez & Cerezo, 2011).Emotional intelligence is becoming increasingly important within the school context, especially in relation to the climate of coexistence since through it, interpersonal relationships can be improved by peacefully solving conflicts (Calmaestra et al.,2016; Extremera &Fernández-Berrocal, 2015). The objective of this research has been determine the influence of bullying and cyberbullying on academic performance and emotions from the perspective of victims.MethodThe sample consisted of 3451 Secondarystudents (49.12% boys and 50.88% girls)out of thirteen publicly owned HEIs (42.9%), private arranged (23.8%), rural (26%), and difficult to perform (7.3%).Instruments.Cybervictimization Questionnaire; Peer Harassment Questionnaire; Questionnaire of Risk Factors for Cybervictimization; Trait scale of emotional metaknowledge, TMMS-24, in its Spanish version;Ad hoc questionnaire, which collects: sociodemographic aspects and finally academic performance,which was measured through the numerical grades obtained in the different subjects, corresponding to the 2017/2018 academic year. Process.The selection of the centers was carried out by non-random convenience.The administration of questionnaires was applied to all the students of the Secondary school in three sessions. The anonymous, voluntarynature (informed consent was obtained from the parents) and the need to answer honestly were emphasized. The exclusion criterion of the participants was based on incomplete or incongruous questionnaires by forming intentional figures in indicating their responses, immigrant students without proper language skills, as well as non-completion of informed consent. This study obtained the approval of the ethics committee of the University of Almería.The Excel and SPSS program in its latest version was the means to manage the database and perform the statistical analyzes.Results and conclusionsIn relation to harassment, differences have been found in the type of abuse that men and women say they experience. Men suffer more physical abuse and object-based aggression in relation to the female gender. The most prevalent type of abuse in school courses is direct exclusion and verbal abuse. The most victimized course is 2nd.Cybervictimization by online and visual exclusion are the most evidenced by boys. In all the scales studied, cybervictimization is higher in men than in women. Regarding the courses, 4th is the one with the highest prevalence in cybervictimization.In short, it is found that victimization in traditional bullying is higher than victimization by cyberbullying.Immigrant status is considered a risk factor when it comes to being victimized by harassment and cyberbullying in relation to contemporary natives, with which we can infer that it is racist harassment. Sexual orientation is a trigger that gains strength in bullying and cyberbullying victimization. Bisexuals are the most affected and heterosexuals least. Homosexuals and transsexuals are those who report lower levels of EI both in victimization by bullying than by cyberbullying.All sexual orientations show a moderate correlation with regard to bullying and cyberbullying. Transsexuals gain strength in bullying and bisexuals in cyberbullying.Repeat students suffer more victimization by bullying and cyberbullying in all the typologies studied in a statistically significant way, in relation to the rest of the students in school.Regarding students who have not been victimized by harassment, they say they are absentee for personal reasons, alluding to the difficulty of their studies. The students who have been victimized in a moderate way indicate as the main cause, the problems they have with the teachers and students. When bullying is intense, the most explanatory variable for absenteeism is due to problems with peers.Students who have not been the object of cyberbullying stand out as the most determining variable in school disaffection, the difficulty of studies. Those who have experienced moderate cybervictimization, the problems they have with the teachers. Those who have an intense cyberbullying, the causes are related to problems with colleagues and the desire to drop out of school.Optimal school integration is negatively correlated with victimization of both bullying and cyberbullying.Having a high EI stands as a strong protectoragainst victimization by bullying and cyberbullying, having a positive impact on academic performance.The higher the risk behaviors, the higher the levels of cybervictimization due to bullying and cyberbullying.It has been shown that in bullying the predictive or explanatory variables are stronger than cyberbullying, although in both phenomena they significantly explain the probability of being a victim in the different variables of the study.