2026-04-17T03:42:01Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/75912023-03-24T01:05:26Zcom_10259_6688com_10259_5086com_10259_2604com_10259_4415com_10259_3989com_10259.4_106com_10259_4141col_10259_6689col_10259_4416col_10259_4142
Repositorio Institucional de la Universidad de Burgos
author
Obregón Cuesta, Ana Isabel
author
Mínguez Mínguez, Luis Alberto
author
León del Barco, Benito
author
Mendo-Lázaro, Santiago
author
Fernández Solana, Jessica
author
González Bernal, Jerónimo
author
González Santos, Josefa
2023-03-23T08:59:19Z
2023-03-23T08:59:19Z
2022-07
http://hdl.handle.net/10259/7591
10.3390/ijerph19159301
1660-4601
School bullying is a phenomenon of unjustified aggression in the school environment
that is widespread throughout the world and with serious consequences for both the bully and
the bullied. The objectives of this research were to analyze the differences between the different
bullying categories by gender and academic year in primary and secondary education students,
as well as their relationship with academic performance. To categorize students according to their
bullying experiences, the European Bullying Intervention Project (EBIPQ) Questionnaire was used.
The Chi-square test was used to compare the scores obtained by the students in the EBIPQ based
on gender and academic year, and the one-way ANOVA test was used to analyze its relationship
with academic performance. Research participants were 562 students from the 5th (n = 228) and
6th (n = 186) primary school years and the 1st (n = 134) and 2nd (n = 94) secondary school years.
They were males (50.5%) and females (49.5%) ranging in ages from 10 to 15 years old (mean = 11.66,
standard deviation = 1.206). The results showed statistically significant differences in gender and
academic year, indicating a greater number of boys in the role of the bully/victim and girls in that of
non-bully/non-victim. The most aggressive students were in the 2nd year of ESO (12–13 years old).
Regarding academic performance, statistically significant differences were obtained that confirm the
hypothesis that performance or average grade varies according to the category of bullying in which
students find themselves. The academic performance of the non-bully/non-victim and those in the
victim category was found to be higher than that of bullies and bully/victim students.
eng
Atribución 4.0 Internacional
Bullying
Students
Primary education
Secondary education
Gender
Academic year
Academic performance
Categories
Bullying in Adolescents: Differences between Gender and School Year and Relationship with Academic Performance
info:eu-repo/semantics/article
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URL
https://riubu.ubu.es/bitstream/10259/7591/1/Obregon-ijerph_2022.pdf
File
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Obregon-ijerph_2022.pdf