RESUMO
BACKGROUND: From the social-ecological perspective, exposure to violence at the different developmental levels is fundamental to explain the dynamics of violence and victimization in educational centers. The following study aims at analyzing how these relationships are produced in the Peruvian context, where structural violence situations exist. METHODS: A multi-mediation structural model with 21,416 Peruvian adolescents (M = 13.69; SD = 0.71) was conducted to determine the influence of violence in the school environment on violence perceived within school and violence exercised by teachers. In addition, it was also intended to determine whether these violent relationships predict depression through loneliness, and bullying through peer victimization. The existence of differences between early and late adolescence was also verified. RESULTS: Results confirm that violence in the school setting has high influence on violence exercised by adolescents and teachers within the school. Teacher violence is the most important predictor of depression through loneliness, and encourages peer victimization and the emergence of aggressive behavior. Exposure to violence exercised by support sources-teachers and classmates-explains more than 90% of the total variance explained in bullying behavior. Differences were found between early and late adolescence models. CONCLUSION: The high prevalence of structural violence in school settings facilitates the bullying/victimization dynamics within school. From a social-ecological perspective, this result suggests the importance of network cooperation at a mesosystem level, with teachers from educational centers playing a crucial role in the prevention of bullying/victimization.
Assuntos
Bullying , Vítimas de Crime , Depressão , Modelos Teóricos , Violência , Adolescente , Agressão , Feminino , Humanos , Relações Interpessoais , Masculino , Grupo Associado , Professores Escolares/estatística & dados numéricos , Instituições Acadêmicas/estatística & dados numéricos , Meio SocialRESUMO
Se exponen los resultados del diseño y validación de la escala de competencia comunicativa y social (ECCSO) en 1673 niños chilenos entre 9 y 15 años de edad (669 de sexo masculino y 1004 de sexo femenino). El alfa de Cronbach del formato para niños, padres y profesores fue de 0.93,0.95 y 0.97 respectivamente. El análisis factorial exploratorio con el formato para niños arrojó 8 factores que explican el 30.16 por ciento de la varianza. La ECCSO logró predecir el 50 por ciento de la variabilidad de los puntajes de la Escala de Autoestima de Rosenberg. La validez convergente fue calculada para aquellos niños (n=52) que fueron evaluados simultáneamente por sus padres y profesores; encontrándose moderada convergencia entre niños y padres; divergencia entre niños y profesores; y nula convergencia entre profesores y padres. Para el puntaje total en la ECCSO las niñas obtuvieron mejores puntajes que los niños y no se observaron diferencias por curso y el efecto de interacción entre el sexo y la edad no fue significativo.
This arricie show results about design and validation of the communicative and social competence scale (ECCSO) in 1673 Chilean children, between 9 and 15 years oíd (669 male and 1004 female sex). Cronbach's alpha for children, parents and teachers formats were 0.93, 0.95 and 0.97 respectively. Exploratory Factor Analy sis (EFA) was made for children's format showing 8 factors to explain 30.16 percent of variance. The ECCSO could predict 50 percent of variability in the scores of Rosenberg's Self-Esteem Scale. The convergent validity was calculated for those children (n=52) who were assessed by parents and teachers; finding a modérate convergence between children and parents scores; divergence between children and teachers; and nuil con-vergence between teachers and parents. Girls showed a total score in ECCSO higher than boys; differences between grade, and interaction effect between age and sex were not significant.
