RT info:eu-repo/semantics/article
T1 Bullying in Adolescents: Differences between Gender and School Year and Relationship with Academic Performance
A1 Obregón Cuesta, Ana Isabel
A1 Mínguez Mínguez, Luis Alberto
A1 León del Barco, Benito
A1 Mendo-Lázaro, Santiago
A1 Fernández Solana, Jessica
A1 González Bernal, Jerónimo
A1 González Santos, Josefa
K1 Bullying
K1 Students
K1 Primary education
K1 Secondary education
K1 Gender
K1 Academic year
K1 Academic performance
K1 Categories
K1 Psicología
K1 Psychology
K1 Enseñanza primaria
K1 Education, Primary
K1 Enseñanza secundaria
K1 Education, Secondary
K1 Educación
K1 Education
AB School bullying is a phenomenon of unjustified aggression in the school environmentthat is widespread throughout the world and with serious consequences for both the bully andthe bullied. The objectives of this research were to analyze the differences between the differentbullying 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 theirbullying 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 basedon gender and academic year, and the one-way ANOVA test was used to analyze its relationshipwith academic performance. Research participants were 562 students from the 5th (n = 228) and6th (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 andacademic year, indicating a greater number of boys in the role of the bully/victim and girls in that ofnon-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 thehypothesis that performance or average grade varies according to the category of bullying in whichstudents find themselves. The academic performance of the non-bully/non-victim and those in thevictim category was found to be higher than that of bullies and bully/victim students.
PB MDPI
YR 2022
FD 2022-07
LK http://hdl.handle.net/10259/7591
UL http://hdl.handle.net/10259/7591
LA eng
DS Repositorio Institucional de la Universidad de Burgos
RD 25-abr-2024