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
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Journal:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2019

Issue Title: Investigación aplicada, académica y/o profesional

Volume: 17

Issue: 49

Pages: 495-518

Type: Article

DOI: 10.25115/EJREP.V17I49.2198 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Electronic journal of research in educational psychology

Abstract

Introduction.The present study examined the ecological-transactional model delineated by Cicchetti and Lynch (1993) and the nature of the association between adolescents’ parental maltreatment and victimization and bullying at school. Method.Multivariate multilevelregression analyses were conducted on a sample of 2.852 ad-olescents between the ages of 12 and 17 from 25 secondary schools. Data was nested across 133 classrooms. Classrooms level variables and individual variables in relationship to parental maltreatment, behavioural disorders, sex, and bullying and victimization were included in the analysis. Results.Results indicated that adolescents who reported suffering violence at home, showed more vulnerability to becoming victims of bullying at school, with the relationship being mod-erated by the level of bullying in the classroom. It was also examined the role of behavioural disorders and a relationbetween these factors was found amongst the bullies but not the victims. Discussion and Conclusion.This study uses the systemic perspective of ecological-transac-tional model on child maltreatment to show the importance between the school and home mi-crosystems in the perpetuation of victimization. The results imply that what children experience at home might cause emotional and behavioural differences in varying classroom climates at school. Therefore, understanding the interactions between systems’ transaction of socialisation mechanisms might contribute for effective anti-bullying programs.

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