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La agresión entre iguales en la era digital: estrategias de afrontamiento de los estudiantes del último ciclo de Primaria y del primero de Secundaria
| Content Provider | Semantic Scholar |
|---|---|
| Author | Collado, María Atxurra, Rafael López |
| Copyright Year | 2013 |
| Abstract | Abstract. The influence of age and, particularly, gender is a topic of much debate in research on aggression between peers. The emergence of new types of attack also raises important questions regarding attitudes to different forms of aggression and the role of peers. This study explores the coping strategies adopted by students in the last two years of primary school and the first two years of secondary school in response to direct, relational and technology-mediated aggression, from the perspective of both victim and observer. It also analyzes the possible association between personal confidence in one's ability to respond in a positive way to challenging or threatening situations, and preferred strategy in response to aggression. Participants were 1,018 students from 12 schools in the Autonomous Region of the Basque Country in Spain, and the data were collected using two instruments: a situational questionnaire, which presents prototypical cases of three types of aggression and a proactive coping questionnaire (PCS). From among the results obtained, based on the SPSS analyses (Pearson's chi squared, standardized residuals, Student's t test and ANOVAS), the following findings are of particular interest: 1) a statistically significant relationship was found between gender and coping strategy in all types of aggression analyzed, although particularly in assertiveness and negative reciprocity; 2) the association between educational stage and chosen strategy was only significant for some types of aggression and 3) no significant differences were found between boys and girls in relation to proactive coping, although a difference of this kind was observed between primary and secondary school students. Also, an association was found between proactive coping and response to aggression for the position of victim. These data indicate that the percentage distribution of strategies chosen by students varies in accordance with whether they put themselves in the position of victim or classmate, the context and the type of aggression involved. |
| Starting Page | 247 |
| Ending Page | 272 |
| Page Count | 26 |
| File Format | PDF HTM / HTML |
| DOI | 10.4438/1988-592X-RE-2011-362-160 |
| Volume Number | 362 |
| Alternate Webpage(s) | http://www.revistaeducacion.educacion.es/doi/362_160.pdf |
| Alternate Webpage(s) | https://doi.org/10.4438/1988-592X-RE-2011-362-160 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
