Ecological-transaction model approach adolescents parental maltreatment and peer-bullyingthe moderating role of bullying at hte classroom

  1. Santiago de Ossorno García 1
  2. Javier Martín Babarro 2
  3. María de la Paz Toldos Romero 3
  1. 1 Knowledge lab, Institute of Education, University College London, London
  2. 2 Facultad de Psicología, Universidad Complutense de Madrid, España
  3. 3 Tecnológico de Monterrey, Campus Guadalajara, México
Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2019

Título del ejemplar: Investigación aplicada, académica y/o profesional

Volumen: 17

Número: 49

Páginas: 495-518

Tipo: Artículo

DOI: 10.25115/EJREP.V17I49.2198 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Objetivos de desarrollo sostenible

Resumen

Introducción. Este estudio examina el modelo ecológico-transaccional propuesto porCic-chettiand Lynch (1993) y la naturaleza de la asociación entre adolescentes expuestos a maltrato parental y la victimización y bullying en la escuela. Método.Se realizó un análisis multivariado multinivel de regresiónen una muestra de 2.852 adolescentes entre 12 y 17 años pertenecientes a 25 escuelas de secundaria. Los datos fueron anidados en 133 clases. Se utilizaron en el análisis, variablesgrupales relacionadas con el mal-trato parental, trastornos comportamentales, género, victimización y abuso.Resultados.Los resultados indicaron que las víctimas de maltrato parental mostraban más vul-nerabilidad para convertirse en víctimas de bullying, siendo esta relación moderada por el nivel de bullying en el aula. Además, se examinó el papel de los trastornos comportamentales encon-trándose una relación significativa entre estos factores en los agresores.Discusión y Conclusión.Este estudio examina la perspectiva sistémica del modelo ecológico-transaccional sobre el maltrato infantil para demostrar la importancia entre los microsistemas escolares y familiares en la perpetuación de la victimización. Los resultados indican que lo que los niños experimentan en el hogar puede causar diferencias emocionales y comportamentales en función del clima del aula en la escuela. Por lo tanto, la comprensión de las interacciones entre los sistemas de socialización podría contribuir a diseñar programas efectivos contra el bullying.

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