Psychology, Interamerican
Influencia de la personalidad, la regulación emocional, los estilos parentales y algunas características sociodemográficas sobre el acoso escolar en un grupo de adolescentes brasileños
PDF (Español (España))

Palavras-chave

Bullying
Estilos parentales
personalidad
regulación emocional

Como Citar

Mena, A. J., & Arteche, A. (2020). Influencia de la personalidad, la regulación emocional, los estilos parentales y algunas características sociodemográficas sobre el acoso escolar en un grupo de adolescentes brasileños. Revista Interamericana De Psicología/Interamerican Journal of Psychology, 53(3), 380–398. https://doi.org/10.30849/rip/ijp.v53i3.396

Resumo

El presente estudio ofrece resultados sobre la asociación entre estilos parentales, personalidad y regulación emocional en los factores de bullying. Participaron 423 adolescentes de dos escuelas públicas en Brasil. Se aplicó un Cuestionario de Datos Sociodemográficos, la escala Exigencia y Responsividad, BFP, Escala de Dificultades de Regulación Emocional (DERS) y el CMIE-III. Se observó que hubo correlación entre el estilo parental negligente y los factores bullying extremo y abusador; entre el factor de personalidad neuroticismo y los factores bullying extremo y víctima. La técnica Manova permitió identificar efecto principal significativo en las variables sexo, grupo étnico, grado de escolaridad de la madre y los estilos parentales. Finalmente un análisis de regresión permitió elaborar un modelo de predicción que explicó entre el 3% y el 23% de la varianza en cada uno de los factores asociados con el bullying. El estudio concluye con una discusión respecto de las implicaciones que los resultados muestran. 

https://doi.org/10.30849/rip/ijp.v53i3.396
PDF (Español (España))

Referências

Ahmed, E., & Braithwaite, V. (2004). Bullying and victimization: Cause for concern for both families and schools. Social Psychology of Education, 7, 35–54.

Aiken, L. R. (2003). Tests psicológicos y evaluación. México, Pearson

Educación.

Andrés, M., Castañeiras, C., Canet Juric, L., & Richaud de Minzi, M. (2016). Relaciones de la regulación emocional y la personalidad con la ansiedad y depresión en niños. Avances En Psicología Latinoamericana, 34(1), 99-115. doi: http://dx.doi.org/10.12804/apl34.1.2016.07

Atik G. & Güneri O. (2013). Bullying and victimization: Predictive role of individual, parental and academic factors School Psychology International, 34, 658-673.

Baldry, A. C., & Farrington, D. P. (2000). Bullies and delinquents: Personal characteristics and parental styles. Journal of Community & Applied Social Psychology, 10(1), 17-31. http://onlinelibrary.wiley.com/doi/10.1002/(SICI)1099-1298(200001/02)10:1%3C17::AID-CASP526%3E3.0.CO;2-M/abstract

Baldry, A. C., & Farrington, D. P. (2004). Evaluation of an intervention program for the reduction of bullying and victimization in schools. Aggressive Behavior, 30(1), 1-15.

Berger, K.S. (2007). Update on bullying at school: Science forgotten? Developmental Review, 27, 90-126.

Binsfeld, A. & Lisboa, C. (2010). Bullying: um estudo sobre papeis sociais, ansiedade e depressão no contexto escolar do Sul do Brasil. Interpersona: an International Journal on Personal Relationships, 4, 74-105.

Boulton, M. J. & Smith, P. K. (1994). Bully/victim problems in middle-school children: Stability, self-perceived competence, peer perceptions, and peer acceptance. British Journal of Developmental Psychology, 12, 315-329.

Baumrind, D. (1967). Child care practices anteceding three patterns o preschool behavior. Genetic Psychology Monographs, 75, 43-88

Byrne, B.J. (1994). Bullies and victims in a school setting with reference to some Dublin schools. The Irish Journal of Psychology, 15, 574–586.

Caballo, V.E., Caldereron, M., Arias, B., Salazar, I.C, & Irurtia, M. (2012). Desarrollo y Validación de una medida de autoifnorme para evaluar el acoso escola (bullying). Behavioral Psychology/Psicologia Conductual, Vol. 20, (3), 625-647.

https://www.researchgate.net/profile/Vicente_Caballo/publication/259481844_Development_and_validation_of_a_new_self-report_assessment_measure_of_bullying_Desarrollo_y_validacion_de_una_nueva_medida_de_autoinforme_para_evaluar_el_acoso_escolar_bullying/links/0deec52c1c440ee128000000.pdf

Caravita, S., Di Blasio, P., & Salmivalli, C. (2009). Unique and interactive effects of empathy and social status on involvement in bullying. Social development, 18(1), 140-163.

Caravita, S. C., Di Blasio, P., & Salmivalli, C. (2010). Early adolescents’ participation in bullying: Is ToM involved?. The Journal of Early Adolescence, 30(1), 138-170.

Connolly I. & O’Moore M. (2003). Personality and family relations of children who bully. Personality and Individual Differences, 35, 559- 567.

Costa, F., Teixeira, M. A., & Gomes, W.(2000). Responsividade e exigência: duas escalas para avaliar estilos parentais. Psicologia: Reflexão e Crítica, 13, 465-473. http://www.scielo.br/pdf/prc/v13n3/v13n3a14.pdf

Costa, P. T. & McRae, R. R. (1992). Revised NEO Personality Inventory (TM) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.

Coutinho, J., Ribeiro, E., Ferreirinha, R. & Dias, P. (2009). Versão portuguesa da Escala de Dificuldades de Regulação Emocional e sua relação com sintomas psicopatológicos. Revista de Psicologia Clinica, 37, 145-151.

Craig, W. M. & Pepler, D. J. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13, 41–59.

Dell'Aglio, D. D., & Hutz, C. S. (2004). Depressão e desempenho escolar em crianças e adolescentes institucionalizados. Psicologia: Reflexão e Crítica, 17(3), 351-357. http://www.scielo.br/pdf/prc/v17n3/a08v17n3.pdf

Domingues, A. E., Natividade, J., & Hutz,S., (2011). Uso de Drogas e Estilos Parentais Percebidos na Adolescência Gerais: Revista Interinstitucional de Psicologia, 4, 3-11.

Elgar, F. J., Pickett, K. E., Pickett, W., Craig, W., Molcho, M., Hurrelmann, K., & Lenzi, M. (2013). School bullying, homicide and income inequality: a cross-national pooled time series analysis. International journal of public health, 1-9. https://www.ncbi.nlm.nih.gov/pubmed/22714137

Frizzo, M., Bisol, L. & Lara, D. (2013). Bullying victimization is associated with dysfunctional emotional traits and affective temperaments. Journal of Affective Disorders, 148, 48-52.

Garnefski, N. & Okma, S. (1996). Addiction-risk and aggression/criminal behavior in adolescence:

Influence of family, school and peers. Journal of Adolescence, 19, 501–512.

Garner, P. W., & Lemerise, E. A. (2007). The roles of behavioral adjustment and conceptions of peers and emotions in preschool children's peer victimization. Development and Psychopathology, 19(01), 57-71.

Garner, P. W., & Hinton, T. S. (2010). Emotional display rules and emotion self‐regulation: Associations with bullying and victimization in community‐based after school programs. Journal of Community & Applied Social Psychology, 20(6), 480-496. http://onlinelibrary.wiley.com/doi/10.1002/casp.1057/abstract

Glaso, L., Matthiesen S. B., Nielsen, M. B. & Einarsen, S. (2007). Do targets of workplace bullying portray a general victim personality profile? Scandinavian Journal of Psychology, 48: 313–319.

Georgiou, S. N. (2008). Parental style and child bullying and victimization experiences at school. Social Psychology of Education: An International Journal, 11(3), 213-227. https://link.springer.com/article/10.1007%2Fs11218-007-9048-5?LI=true

Georgiou, S. N., & Fanti, K. A. (2010). A transactional model of bullying and victimization. Social Psychology of Education, 13(3), 295-311. https://link.springer.com/article/10.1007/s11218-010-9116-0

Gómez-Ortiz, O., Del Rey, R., Romera, E., & Ortega-Ruiz, R. (2015). Los estilos educativos paternos y maternos en la adolescencia y su relación con la resiliencia, el apego y la implicación en acoso escolar. Anales De Psicología, 31(3), 979-989. doi:10.6018/analesps.31.3.180791 http://www.redalyc.org/pdf/167/16741429024.pdf

Gosling, S. D., Rentfrow, P. J., & Swann Jr, W. B. (2003). A very brief measure of the Big-Five personality domains. Journal of Research in personality, 37(6), 504-528.

Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://link.springer.com/article/10.1023/B:JOBA.0000007455.08539.94

John, O.P. & Srivastava, S. (1999) ‘The Big Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives’, in L.A. Pervin and O.P. John (eds) Handbook of Personality: Theory and Research, 2nd edn, pp. 102–38. New York: Guilford. http://moityca.com.br/pdfs/bigfive_John.pdf

Kochenderfer-Ladd, B. (2004). Peer victimization: the role of emotions in adaptative and maladaptative coping. Social Development, 13, 3, 329-249.

Ladd, G. W. (1992). Themes and theories: Perspectives on processes in family peer relationships. In R. D. Park, & G. W. Ladd (Eds.), Family–peer relationships:Models of linkage (pp. 3–34). Hillsdale, NJ: Lawrence Erlbaum Associates.

Leff, S. S., Power, T. J., Costigan, T. E., & Manz, P. H. (2003). Assessing the Climate of the Playground and Lunchroom: Implications for Bullying Prevention Programming. School Psychology Review.

Lereya, S. T., Samara, M., & Wolke, D. (2013). Parenting behavior and the risk of becominga victim and a bully/victim: A meta-analysis study. Child abuse & neglect.

López N. A. & Saavedra, L. (2003). Diga Não ao Bullying: programa de redução do comportamento agressivo entre estudantes – Resultados parciais. Recuperado em 01 out. 2014 de http://www.observatoriodainfancia.com.br.

Lynn Hawkins, D., Pepler, D. J. & Craig, W. M. (2001), Naturalistic Observations of Peer Interventions in Bullying. Social Development, 10: 512–527. http://onlinelibrary.wiley.com/doi/10.1111/1467-9507.00178/full

Maccoby, E. E. y Martin, J. A. (1983). Socialization in the context of the family. Parent-child interaction. En P. Mussen (Ed.), Handbook of child psychology (vol 4: Socialization, personality and social development). pp. 1-101. New York: John Wiley y Sons.

Mahady Wilton, M. M., Craig, W. M., & Pepler, D. J. (2000). Emotional regulation and display in classroom victims of bullying: Characteristic expressions of affect, coping styles and relevant contextual factors. Social Development, 9(2), 226-245. http://onlinelibrary.wiley.com/doi/10.1111/1467-9507.00121/abstract

Millan Reyes, L. C.; Barrera Sanchez, L. F. & Ospina Diaz, J. M. (2015). Caracterización del bullying en estudiantes de medicina de Tunja, Boyacá. Revista Virtual Universidad Católica del Norte, 45, 101-112. http://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/viewFile/659/1191

Mynard, H., & Joseph, S. (1997). Bully/victim problems and their association with Eysenck’s personality dimensions in 8 to 13 year-olds. British Journal of Educational Psychology, 67, 51-54.

Neary, A., & Joseph, S. (1994). Peer victimization and its relationship to self-concept and depression among schoolgirls. Personality and Individual Differences, 16(1), 183-186.

Nunes, C., Hutz, C. & Nunes M. (2010). Bateria Fatorial de Personalidade. Manual Técnico. Casa do Psicólogo: São Paulo.

Ok, S. & Aslan, S. (2010). The school bullying and perceived parental style in adolescents. Procedia Social and Behavioral Sciences, 5, 536-540.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: MA: Blackwell Publishers.

Olweus, D. (1994). Bullying at school: basic facts and effects of a school based intervention program. Journal of child psychology and psychiatry, 35(7), 1171-1190.

Olweus, D. (2006). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell Publishers, Inc. (Original work published 1993).

O’Connell, P., Pepler, D. & Craig, W. (1999) Peer involvement in bullying: insights and challenges for intervention. Journal of Adolescence, 22, 437–452.

Perry, D., Kusel, S., & Perry, L. (1988). Victims of peer aggression. Child Development, 24, 807-814.

Pontzer, D. (2010). A theoretical test of bullying behavior: Parenting, personality and the bully/victim relationship. Journal of Family Violence, 25(3), 259–273.

Salmivalli, C., Huttunen, A. & Lagerspetz, K. (1997). Peer networks and bullying in schools. Scandinavian Journal of Psychology, 38, 305–312. http://onlinelibrary.wiley.com/doi/10.1111/1467-9450.00040/full

Sanchez, V., Ortega, R. & Menesini, E. (2012). La competencia emocional de agresores y victimas de bullying. Anales de Psicologia. 28, 71-82.

Sansone, R., Lamc, C. & Wiederm M. (2010). Bullied in childhood: correlations with borderline personality in adulthood. Comprehensive Psychiatry, 51, 458-461. http://linkinghub.elsevier.com/retrieve/pii/S0010440X10000052?via=sd

Sansone, R. A., & Sansone, L. A. (2008). Bully victims: Psychological and somatic aftermaths. Psychiatry, 6, 62-64.

Seals D, & Young J. (2003). Bullying and victimization: prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression. Adolescence, 38, 735-747.

SPSS Inc. Released 2008. SPSS Statistics for Windows, Version 17.0. Chicago: SPSS Inc.

Sutton, J. & Keogh, E. (2000). Social Competition in School: Relationships with Bullying, Machiavellianism, and Personality, British Journal of Educational Psychology 70, 443–56.

Tani, F., Greenman, P., Schneider, B. & Fregoso, M. (2003). Bullying and the Big Five: A Study of Childhood Personality and Participant Roles in Bullying Incidents, School Psychology International, 24, (2) 131-146.

Valdés, A., Martínez, C. & Torres G. (2012). Diferencias en la situación socioeconómica, clima y ajuste familiar de estudiantes con reportes de bullying y sin ellos. Psicología desde el Caribe, 29(3), 616-631. Retrieved March 31, 2017, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-417X2012000300004&lng=en&tlng=.

Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: physical, verbal, relational, and cyber. The Journal of Adolescent Health, 45, 368–375.

WHO. (2001). The world health report – Mental Health: New Understanding, New Hope. World Health Organization. Geneva. from http://www.who.int/whr/2001/en/.

WHO. WHO Press. (2005). Atlas. Child and adolescent mental health resources: global concerns, implications for the future. Department of Mental Health and Substance Abuse. Geneva.

Wilton, M., & Craig, W. (2000). Emotional Regulation and Display in Classroom Victims of Bullying: Characteristics Expressions of affect, Coping styles and Relevant Contextual Factors. Social Development, 9 (2) 226-245.

Winsper, C., Lereya, T., Zanarini, M., & Wolke, D. (2012). Involvement in bullying and suicide-related behavior at11 years: A Prospective birth cohort study. Journal of the American Academy of Child and Adolescent Psychiatry, 51, 271-282.

Wolke, D., & Samara, M. (2004). Bullied by siblings: Association with peer victimization and behavior problems in Israeli lower secondary schoolchildren. Journal of Child Psychology and Psychiatry, 45, 1015–1029. http://onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.2004.t01-1-00293.x/abstract

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).