Disciplina restaurativa, apoyo escolar, autoeficacia, habilidades sociales y victimización por pares

Angel Alberto Valdés Cuervo, Maricela Urías Murrieta, Ernesto Carlos Alonso Martínez


En el estudio se analizaron las relaciones entre disciplina docente restaurativa, apoyo social, autoeficacia para el afrontamiento, dificultades en habilidades sociales y victimización entre escolares adolescentes. Participaron 660 alumnos, 340 mujeres (M edad= 13.4, DE= 1.5 años) y 320 hombres (M edad= 14.2, DE= 1.1 años) de 20 escuelas secundarias públicas del noroeste de México. Los resultados del análisis de senderos sugieren que la disciplina restaurativa favorece la percepción de apoyo social, el cual se relaciona con menor frecuencia, de forma tanto directa como indirecta, con la victimización. Se concluye que las prácticas restaurativas de los docentes favorecen un contexto social en la escuela que disminuye la vulnerabilidad de los estudiantes a la agresión de pares.


Disciplina, docentes, violencia escolar


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DOI: http://dx.doi.org/10.30849/rip/ijp.v52i1.334


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