Bullying Involvement Roles and Episodes of Violence in Teacher-Student Interaction

Bullying Involvement Roles and Episodes of Violence in Teacher-Student Interaction

This research seeks to understand whether students involved in bullying are also involved in bullying in teacher-student interaction, and determine if there are differences by sex. In this descriptive, cross-sectional study, which included a total of 5,762 Mexican students from 37 schools (elementar...

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Autori principali: Mendoza González, Brenda, Pérez-Maldonado, Hugo, Domínguez Medina, José Manuel, Román de la Vega, Marlen
Natura: Online
Lingua:spa
Pubblicazione: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2022
Accesso online:https://redie.uabc.mx/redie/article/view/4240
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spelling redie-article-42402024-05-03T19:15:07Z Bullying Involvement Roles and Episodes of Violence in Teacher-Student Interaction Roles de participación en bullying y episodios violentos en la interacción profesorado-alumnado Mendoza González, Brenda Pérez-Maldonado, Hugo Domínguez Medina, José Manuel Román de la Vega, Marlen ambiente educacional relación profesor-alumno acoso escolar violencia institución estatal de educación educational environment teacher-student relationship bullying violence departments of education This research seeks to understand whether students involved in bullying are also involved in bullying in teacher-student interaction, and determine if there are differences by sex. In this descriptive, cross-sectional study, which included a total of 5,762 Mexican students from 37 schools (elementary and junior high), instruments were employed to measure the variables “bullying” and “teacher-student violence.” A cluster analysis was performed to gain insight into bullying involvement roles,  followed by a comparison of means (factors of the instrument used to measure violence in teacher-student interaction). The results show that students involved in episodes of bullying (as a bully or as a bully-victim) are also involved in violence in their relationships with teachers, demonstrating a link between bullying and teacher-student violence. The research identifies a need to create programs that include strategies to promote harmonious relationships between teachers and students. El objetivo de la investigación fue conocer si el alumnado que participa en bullying lo hace también en la interacción profesor-alumno, e identificar si hay diferencias en función del género. Participaron 5762 alumnos mexicanos de 37 escuelas (primarias y secundarias). En el estudio, de tipo descriptivo con diseño transversal, se usaron instrumentos para medir las variables bullying y violencia entre profesorado-alumnado. Para conocer los roles de participación en el bullying se hizo un análisis de clúster, a partir del cual se realizó un contraste de medias (factores del instrumento que mide la violencia en la interacción profesorado-alumnado). Los resultados indican que el alumnado que participa en episodios de bullying (agresor o doble rol) se involucra en relaciones violentas con el profesorado, demostrándose la conexión entre bullying y violencia entre profesorado-alumnado. Se identificó la necesidad de crear programas que contemplen estrategias para la convivencia pacífica entre profesorado y alumnado. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2022-12-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip https://redie.uabc.mx/redie/article/view/4240 10.24320/redie.2022.24.e25.4240 Revista Electrónica de Investigación Educativa; Vol. 24 (2022); 1-16 Revista Electrónica de Investigación Educativa; Vol. 24 (2022); 1-16 1607-4041 spa https://redie.uabc.mx/redie/article/view/4240/2314 https://redie.uabc.mx/redie/article/view/4240/2315 https://redie.uabc.mx/redie/article/view/4240/2349 https://redie.uabc.mx/redie/article/view/4240/2322 Derechos de autor 2022 Brenda Mendoza González, Hugo Pérez-Maldonado, José Manuel Domínguez Medina, Marlen Román de la Vega https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Mendoza González, Brenda
Pérez-Maldonado, Hugo
Domínguez Medina, José Manuel
Román de la Vega, Marlen
spellingShingle Mendoza González, Brenda
Pérez-Maldonado, Hugo
Domínguez Medina, José Manuel
Román de la Vega, Marlen
Bullying Involvement Roles and Episodes of Violence in Teacher-Student Interaction
author_facet Mendoza González, Brenda
Pérez-Maldonado, Hugo
Domínguez Medina, José Manuel
Román de la Vega, Marlen
author_sort Mendoza González, Brenda
title Bullying Involvement Roles and Episodes of Violence in Teacher-Student Interaction
title_short Bullying Involvement Roles and Episodes of Violence in Teacher-Student Interaction
title_full Bullying Involvement Roles and Episodes of Violence in Teacher-Student Interaction
title_fullStr Bullying Involvement Roles and Episodes of Violence in Teacher-Student Interaction
title_full_unstemmed Bullying Involvement Roles and Episodes of Violence in Teacher-Student Interaction
title_sort bullying involvement roles and episodes of violence in teacher-student interaction
description This research seeks to understand whether students involved in bullying are also involved in bullying in teacher-student interaction, and determine if there are differences by sex. In this descriptive, cross-sectional study, which included a total of 5,762 Mexican students from 37 schools (elementary and junior high), instruments were employed to measure the variables “bullying” and “teacher-student violence.” A cluster analysis was performed to gain insight into bullying involvement roles,  followed by a comparison of means (factors of the instrument used to measure violence in teacher-student interaction). The results show that students involved in episodes of bullying (as a bully or as a bully-victim) are also involved in violence in their relationships with teachers, demonstrating a link between bullying and teacher-student violence. The research identifies a need to create programs that include strategies to promote harmonious relationships between teachers and students.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2022
url https://redie.uabc.mx/redie/article/view/4240
_version_ 1798984267046322176

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