Restorative Parental Discipline and Types of Defending Bystander Intervention in Cyberbullying: The Mediate Role of Justice Sensitivity.

Parental socialization strategies are critical in explaining adolescents' online behavior. This study examined the relationships between parental restorative discipline, observed justice sensitivity, and cyber-bystander defender intervention (constructive and aggressive) in cyberbullying. The sample comprised 900 Mexican adolescents (40.2% male and 58.8% female), of which 450 were from secondary school (M age = 13.6, SD = 0.8) and 450 were from high school (M age = 15.4, SD = 1.3). Structural equation modeling with latent variables was performed. Overall, the results indicate that parental restorative discipline positively relates to the observer's justice sensitivity and the adoption of constructive interventions by cyber-bystander defenders. However, restorative discipline had no significant direct relationship with aggressive intervention. Observers' justice sensitivity mediates the association between restorative parenting discipline and aggressive or constructive defender interventions. Gender does not moderate the relationship proposed in the structural model. These findings suggest that parental restorative discipline explains constructive and aggressive cyber-bystander defender interventions in cyberbullying.

Development and psychometric evidence of the Academic Engagement Scale (USAES) in Mexican college students.

School engagement is considered an effective college dropout antidote; therefore, understanding the construct, its underpinnings, and its effects remains critical for scholars. Although several scholars have offered multiple scales to measure engagement, their use has been hindered by significant limitations. This study sought to develop a scale to measure academic engagement by unifying and improving existing work and theories that resulted in a three-dimensional measurement model (behavioral, emotional, and cognitive). The items included were validated by a group of experts who ensured that the wording of the items captured the uniqueness of the college experience. A sample of 992 Mexican college students was used to test the fit of a second-order three-dimensional factor model of school engagement. The sample was randomly split in two for model cross-validation. Confirmatory factor analyses confirmed that student engagement is a three-dimensional construct, with evidence that supports the hypothesized second-order engagement factor structure (behavioral, emotional, and cognitive). The stability of these models was confirmed by using an independent sample. Measurement invariance by gender was found in this model. Then, differences in latent factor means were analyzed. Finally, the scale showed discriminant and concurrent validity. These results indicate that the scale is theoretically and psychometrically grounded for measuring college students' school engagement.

Community Violence Exposure and Bullying in Mexican Adolescents. The Mediating Role of Moral Emotions.

Community characteristics can explain differences in bullying rates between schools. Underpinned by the social-ecological model, this study examined the relationships among community violence exposure (CVE), moral emotions (guilt and sympathy), and bullying in adolescents. We also explored the moderating role of gender in these relationships. The sample included 915 adolescents (48.6% female and 51.4% male) aged 11-16 (M age = 13.76, SD = 0.82). Students responded to the self-report measures. We used a latent variable structural equation modeling (SEM) approach to examine the relationships between variables. The SEM indicated that CVE was negatively associated with moral emotions (guilt and sympathy) and positively associated with bullying. In addition, CVE had a negative indirect association with bullying through their negative relationship with moral emotions. The structural model is equivalent for both genders, suggesting gender does not moderate these relationships. These findings indicate that CVE are associated with differences in school bullying rates.

Psychometric Properties of the Multidimensional Temperance Scale in Adolescents.

Recent research has shown the relevance of measuring the virtue of temperance. The present study tested a multidimensional and second-order structure scale to assess temperance using a sub-scale of the Values in Action Inventory of Strengths for Youth (VIA-Youth). Scale properties were tested using data from a sample of 860 adolescents aged from 12 to 18 years old (M = 14.28 years, SD = 1.65). The sample was randomly split into two subsamples for model cross-validation. Using the first sample, we assessed scale dimensionality, measurement invariance, and discriminant and concurrent validity. A second sample was used for model cross-validation. Confirmatory factorial analysis confirmed the fit of one second-order factor temperance virtue model, with the dimensions of forgiveness, modesty, prudence, and self-control. The results indicate scale measurement equivalence across gender and stage of adolescence (early vs. middle). Latent means difference tests showed significant differences in forgiveness, modesty, and self-regulation by gender, and modesty according to adolescence stage. Moreover, the scale showed discriminant and concurrent validity. These findings indicate that this scale is helpful for assessing temperance in adolescents and suggest the value of temperance as a multidimensional and second-order construct.

Evaluating Psychometric Properties of the New Teachers' Perceptions of Collective Efficacy to Handle Bullying Scale (TCEB).

Collective efficacy is a promising theoretical construct that has been used to explain bullying rates in school. The development of school collective efficacy scales has increased in bullying research in recent years; however, gaps remain in measuring collective efficacy to handle bullying. This research assessed the psychometric properties of a new scale to evaluate collective efficacy against bullying. This first-order one-dimensional scale is called the teachers' perceptions of collective efficacy to handle bullying (TCEB) scale. A sample of 804 Mexican primary teachers completed questionnaires. The sample was randomly split into two subsamples for calibration (n = 402) and cross-validation analysis (n = 402). The factor structure was supported by confirmatory factorial analysis. Measurement equivalence was confirmed by gender. The latent means differences showed no statistically significant differences by teachers' gender. The TCEB correlation with school environment factors (e.g., principal support, school climate, and bullying) confirms the scale's discriminant and concurrent validity. Our findings suggest that TCEB is a suitable instrument to assess teachers' perceptions of collective efficacy to handle bullying, a construct that has proved to help predict a positive whole-school context and student bullying involvement.

The Effects of Forgiveness, Gratitude, and Self-Control on Reactive and Proactive Aggression in Bullying.

The social cognitive approach to moral development posits that moral self-schemas encourage character strengths and reduce adolescents' aggression. However, limited research has examined the influence of positive personal characteristics on proactive behaviors and reactive aggression in bullying. This study examined direct and mediational relationships between forgiveness, gratitude, self-control, and both proactive and reactive aggression in bullying. The extent to which the structural relations of this model were invariant by gender and stage of adolescence were also evaluated. Participants in this study were 1000 Mexican students, 500 early adolescents (M age = 12.36, SD = 0.77 years) and 500 middle adolescents (M age = 16.64, SD = 0.89 years), between 12 and 17 years old. Structural equation and multi-group invariance analysis were performed. Results indicate that gratitude and forgiveness are positively related to self-control. Gratitude, forgiveness, and self-control are also negatively related to reactive and proactive aggression. Forgiveness and gratitude had an indirect relationship by decreasing both proactive and reactive aggression through their positive effects on self-control. Additionally, gender moderated the relationships between variables proposed in the model, whereas stage of adolescence did not. Overall findings suggest that moral self-schemas and strengths explained both types of aggression in bullying.

Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos / Psychometric Properties of a Scale Measuring Moral Disengagement in Mexican Children / Propriedades psicométricas de uma escala para medir desconexão moral em crianças mexicanas

Resumen La desconexión moral tiene como consecuencia efectos negativos para el desarrollo psicosocial en la niñez, por lo cual se hace necesario contar con escalas para evaluarla. En el presente estudio se analizaron las propiedades psicométricas de la escala Desconexión Moral en Situaciones de Acoso en niños (DMAE). Participaron 661 estudiantes mexicanos de 5.º (51 %) y 6.º grado (49 %), 48 % niñas (M edad = 10.51, DE = .64 años) y 52 % niños (M edad = 10.59, DE = .68 años). Se analizó la validez (estructura interna y concurrente), invarianza de medida para ambos sexos y fiabilidad de la escala. De los resultados del análisis factorial confirmatorio se infirió que el modelo de medición multidimensional que mide la justificación moral, la difusión de la responsabilidad y la atribución de la culpa presenta mejor ajuste a los datos que el unidimensional. Además, se encontró que la DMAE presenta invariancia de medición en ambos sexos y evidencias de validez concurrente. Se concluye que la escala cuenta con propiedades psicométricas adecuadas para la medición de la desconexión moral en niños mexicanos.

Resumo A desconexão moral tem como consequência efeitos negativos para o desenvolvimento psicossocial na infância, o que torna necessário contar com escalas para avaliá-la. Neste estudo, foram analisadas as propriedades psicométricas da escala Desconexão Moral em Situações de Assédio em Crianças. Participaram 661 estudantes mexicanos do 5º (51 %) e 6º anos (49 %), 48 % meninas (M idade = 10.51, DP = .64 anos) e 52 % meninos (M idade = 10.59, DP = .68 anos). Foi analisada a validade (estrutura interna e concorrente), invariância de medida para ambos os sexos e confiabilidade da escala. Dos resultados da análise fatorial confirmatória, foi inferido que o modelo de medição multidimensional que mede a justificativa moral, a difusão da responsabilidade e a atribuição da culpa apresenta melhor ajuste aos dados do que o unidimensional. Além disso, foi constatado que a escala apresenta invariância de medida em ambos os sexos e evidências de validade concorrente. Concluise que a escala possui propriedades psicométricas adequadas para a medição da desconexão moral em crianças mexicanas.

Abstract The moral disengagement has negative effects for psychosocial development in childhood, which makes it necessary to have scales to evaluate it. The present study aimed to analyze the psychometric properties of the Moral Disengagement in Children Situations of Bullying (DMAE, its initials in Spanish) scale. 661 Mexican students participated from 5th grade (51%) and 6th grade (49%), 48% girls (M age = 10.51, SD = .64 years) and 52% boys (M age = 10.59, SD = .68 years). The validity (internal and concurrent), measurement invariance for both sexes and reliability of the scale were analyzed. From the results of the confirmatory factor analysis, it was inferred that the multidimensional measurement model that measures moral justification, diffusion of responsibility and attribution of blame presents a better fit to the data than the one-dimensional one. It was also found that the DMAE presents measurement invariance in both sexes and evidence of concurrent validity. It was concluded that the scale has adequate psychometric properties for the measurement of moral disengagement in Mexican children

Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying.

The relationships among character strengths (forgiveness and gratitude), happiness, and prosocial bystander behavior in bullying were analyzed. The sample includes 500 (early adolescents) and 500 (middle adolescents) of both genders, between 12 and 18 years old (M age = 14.70, SD = 1.58). Two structural equation models were calculated. Results of the first model indicated that forgiveness, gratitude, and happiness had a direct positive relation with prosocial bystander behavior. Furthermore, human strengths were indirectly related to prosocial behavior in bullying for this effect in happiness. The second model showed that prosocial bystander behavior had a positive effect on human strengths and happiness. Multigroup analyses indicated that gender and stage of adolescence did not moderate the relations found in the model. Overall findings suggest a reciprocal relationship between character strengths, happiness, and prosocial bystander behavior.

Propiedades Psicométricas de la Adaptación al Español de la Participant Role Approach (PRA) / Psychometric Properties of the Adaptation to Spanish of the Participant Role Approach (PRA) / Propriedades Psicométricas da Adaptação da Participant Role Approach (PRA) para o Espanhol

Resumen El estudio se propuso analizar las propiedades psicométricas del Participant Role Appoach (PRA) para medir roles de espectadores en el acoso escolar en pre-adolescentes. Participaron 787 estudiantes, 415 (52.7%) niños (M edad=10.59, DE=.66 años) y 372 (47.3%) niñas (M edad=10.51, DE=.64 años). Los resultados del análisis factorial confirmatorio sugirieron que el modelo de tres roles (pro-acoso, pro-social y no comprometido) se ajusta mejor a los datos que el de cuatro roles (alentador, asistente, defensor y no comprometido). La PRA mostró invariancia de medición en ambos sexos, y evidencias de validez concurrente. Se concluyó que la escala posee propiedades psicométricas adecuadas para la medición de roles de espectadores en pre-adolescentes.

Abstract The objective of this research was to analyze the psychometric properties of the Positive Adolescent Development Value Scale (EVDPA, according to its acronym in Spanish) in Chilean students. The sample for the study was made up of 2250 adolescent male and female students between the ages of 12 and 21, from 25 secondary schools in Chile. A robust analysis procedure based on the cross-validation method was used. The results of the exploratory and confirmatory factor analysis made it possible to obtain a reduced factorial structure with three latent factors: social values, personal values, and individualistic values. Evidence of reliability due to internal coherence was favorable. The conclusion is that despite the significant reduction of items and first-order dimensions, the EVDPA delivers sufficient evidence and can be used in the population of Chilean adolescent students.

Resumo O estudo propôs-se a analisar as propriedades psicométricas do Participant Role Approach (PRA) para medir os papéis de observadores no bullying em pré-adolescentes. Participaram 787 estudantes, 415 (52.7%) meninos (M idade=io.59, DP=.66 anos) e 372 (47.3%) meninas (M idade=io.5i, DP=.64 anos). Os resultados da análise fatorial confirmatoria sugeriram que o modelo de três papéis (pró-bullying, pró-social e não comprometido) ajusta-se melhor aos dados do que o modelo de quatro papéis (encorajador, assistente, defensor e não comprometido). A PRA mostrou invariância de medição em ambos os sexos e evidências de validez concorrente. Concluiu-se que a escala tem propriedades psicométricas adequadas para a medição de papéis de observadores em pré-adolescentes.

Diferencias en autoeficacia académica, bienestar psicológico y motivación al logro en estudiantes universitarios con alto y bajo desempeño académico / Differences in academic self-efficacy, psychological wellbeing and achievement drive in university students with high and low academic performance

Resumen El estudio se propuso determinar las diferencias en percepción de autoeficacia académica, bienestar psicológico y motivación al logro académico en estudiantes universitarios con alto y bajo desempeño académico. De una muestra de 495 estudiantes universitarios se identificó a 60 con alto desempeño (M = 9.67, DE = .10 promedio académico) y 60 con bajo desempeño (M = 8.17, DE = .18 promedio académico). Los resultados de la prueba de regresión logística sugirieron que la autoeficacia académica (OR = 2.52) y la motivación al logro relacionada con la maestría (OR = 4.98) se asocian de forma positiva con la pertenencia de estudiantes al grupo de alto desempeño, mientras el bienestar psicológico en las relaciones sociales lo hace de forma negativa. Se concluyó que la autoeficacia y la orientación al logro favorecen el logro académico y que el bienestar no es una variable relacionada con este tipo de desempeño.

Abstract The purpose of the study is to determine the differences in perception of academic selfefficacy, psychological well-being and motivation to academic achievement in college students with high and low academic performance. From a sample of 495 college students, 60 were identified with high performance (M = 9.67, SD = .10 grade point average) and 60 underperforming (M = 8.17, SD = .18 grade point average). The results of logistic regression test suggest that academic self-efficacy (OR = 2.52) and motivation to related achievement with expertise (OR = 4.98) are positively associated with the high-performance students´ membership, while the psychological well-being in social relations does so negatively. It is concluded that self-efficacy and achievement orientation promote academic achievement and that wellbeing is not a variable related to this type of performance.

Challenging Behavior, Parental Conflict and Community Violence in Students with Aggressive Behavior.

The effects of the presence of challenging behavior problems, parental conflict and violence in the community were determined by the probability of occurrence of bullying behaviors in elementary students. 664 students participated in the study, of whom 80 (12.04%) were identified as aggressors. 80 students with no reports of attacks were later selected randomly for comparison. Using logistic regression, it was found that the variables studied manifest significant differences between the student groups with and without aggressive behavior toward peers (R2 = .39). Challenging behavior (OR = 7.83), parental conflict (OR = 3.77) and Community Violence (OR = 5.36) increase the probability of belonging to the group of aggressors. We conclude that it is necessary to analyze the bullying from an ecological framework that considers variables located in the contexts in which individuals interact.

Se buscó establecer la relación de la presencia de conductas desafiantes, conflictos entre padres y violencia en la comunidad con la probabilidad de ocurrencia de comportamientos de intimidación en estudiantes de primaria. En este estudio participaron 664, de los cuales 80 (12.04%) fueron identificados como agresores; posteriormente se incluyeron al azar 80 estudiantes sin informes de ataques como grupo control. Usando la regresión lógica, se encontró que las variables estudiadas manifiestan diferencias significativas entre los grupos de estudiantes con y sin comportamiento agresivo hacia los compañeros (R2 = .39). El comportamiento desafiante (OR = 7.83), el conflicto parental (OR = 3.77) y la violencia comunitaria (OR = 5.36) aumentan la probabilidad de pertenecer al grupo de agresores. Concluimos que es necesario analizar el bullying desde un marco ecológico que considera variables ubicadas en los contextos en los que interactúan los individuos.

Propiedades psicométricas de una escala para medir dificultades en habilidades sociales relacionadas con la victimización / Psychometric Properties of a Scale to Assess the Social Skills Difficulties Related to Victimization / Propriedades psicométricas de uma escala para medir dificuldades nas habilidades sociais relacionadas com a vitimização

Objetivo. Establecer las propiedades psicométricas de una escala para medir dificultades en habilidades sociales para afrontar la agresión por pares. Método. Participaron 502 estudiantes mexicanos de educación primaria, 2 79 niños (M = 10.52, DE = 1.13 años) y 223 niñas (M = 10.81, DE = 1.25 años). Se comparó el ajuste empírico de dos modelos (unidimensional y bidimensional), y se determinó la validez concurrente de la escala al indagar la relación de sus puntajes con reportes de victimización. Resultados. El modelo bidimensional (vulnerabilidad y pasividad) presentó mejores indicadores de ajuste (X² = 36.60, gl = 19, p = 0.009; X²/gl = 1.92; CFI = 0.98; AGFI = 0.96; RMSEA = 0.04 IC 90 [0.02 - 0.06]; SRMR = 0.04; AIC = 70.60) que el unidimensional (X² = 290.42, gl = 20, p = 0.000; X²/gl = 15.27; CFI = 0.48; AGFI = 0.75; RMSEA = 0.27 IC 90 [0.20 - 0.25]; SRMR = 0.16; AIC = 337.42). Las dificultades en las habilidades sociales explican una parte significativa de la varianza de los reportes de victimización en ambos sexos (hombres: R² = 0.20, f² = 0.25; mujeres: R² = 0.24, f² = 0.32). Conclusión. La escala posee propiedades psicométricas que permiten su utilización en la medición de dificultades en habilidades sociales para afrontar la agresión por pares.

Objective. Determine the psychometric properties of a scale to measure social skills difficulties in handling peer aggression. Method. 502 Mexican students participated in the study of which 279 were boys (M = 10.52, DE = 1.13 years) and 223 girls (M = 10.81, DE = 1.25 years). The study compared the empirical adjustment of two measurement models (one-dimensional and two-dimensional) to measure social skills difficulties associated with victimization by peers and establish evidence of concurrent validity of the scale to investigate the relationship of their scores with reports of victimization. Results. It was found that the measurement model comprised of two dimensions (vulnerability and passivity) has better indicators of adjustment (X² = 36.60, df = 19, p = 0.009; X²/df = 1.92; CFI = 0.98; AGFI = 0.96; RMSEA = 0.04 CI 90 [0.02 - 0.06]; SRMR = 0.04; AIC = 70.60) with respect to a dimension for both (X² = 290.42, df = 20, p = 0.000; X²/df = 15.27; CFI = 0.48; AGFI = 0.75; RMSEA = 0.27 CI 90 [0.20 - 0.25]; SRMR = 0,16; AIC = 337,42). The difficulties in developing social skills explain a significant part of the variance of the reports of victimization of both students (men: R² = 0.20, f²= 0.25; women: R² = 0.24, f²= 0.32). Conclusion. The scale has psychometric properties that allow its use in measuring social skills difficulties to face peer aggression.

Escopo. Estabelecer as propriedades psicométricas de uma escala para medir dificuldades nas habilidades sociais para afrontar a agressão por pares. Metodologia. Participaram 502 estudantes mexicanos de educação primária, 279 crianças masculinas (M = 10.52, DE = 1.13 años) e 223 femininas (M = 10.81, DE = 1.25 años). Foi comparado o ajuste empírico de dois modelos (unidimensional e bidimensional), e foi determinada a validez concorrente da escala ao indagar a relação de suas pontuações com reportes de vitimização. Resultados. O modelo bidimensional (vulnerabilidade e passividade) apresentou melhores indicadores de ajuste (X² = 36.60, gl = 19, p = 0.009; X²/gl = 1.92; CFI = 0.98; AGFI = 0.96; RMSEA = 0.04 IC 90 [0.02 - 0.06]; SRMR = 0.04; AIC = 70.60) que o unidimensional (X² = 290.42, gl =20, p = 0.000; X²/gl = 15.27; CFI = 0.48; AGFI = 0.75; RMSEA = 0.27 IC 90 [0.20 - 0.25]; SRMR = 0.16; AIC = 337.42). As dificuldades nas habilidades sociais explicam uma parte significativa da variação dos reportes de vitimização em ambos sexos (homens R² = 0.20, f² = 0.25; mulheres R² = 0.24, f² = 0.32). Conclusão. A escala possui propriedades psicométricas que permitem sua utilização na medição de dificuldades nas habilidades sociais para afrontar a agressão por pares.

Propiedades psicométricas de una escala para medir el manejo de la vergüenza en adolescentes (MOSS-SAST) / Psychometric properties of a scale to measure shame management in adolescents (MOSS-SAST) / Propriedades psicométricas de uma escala para medir a gestão da vergonha em adolescentes (MOSS-SAST)

Se establecieron las evidencias de validez y confiabilidad de la adaptación del cuestionario MOSS-SAST (Ahmed, 1999) para medir el manejo de la vergüenza en adolescentes ante situaciones de agresión hacia los pares. El estudio se realizó en una muestra de estudiantes de escuelas secundarias públicas (N= 700) ubicadas en un municipio de un estado del noroeste de México. Los resultados permitieron obtener un modelo de medición empíricamente sustentable formado por nueve ítems agrupados en dos factores: Reconocimiento y Desplazamiento (c2 = 5.16, p= 0.27; CMIN= 1.29; GFI= .98; CFI= .99; NFI= .97; RMSEA= .05). El instrumento cuenta con evidencias de validez de criterio, ya que establece la diferencia en los factores de reconocimiento (t= 3.49, gl= 137, p< .001) y desplazamiento (t= 3.63, gl= 137, p< .001) en subgrupos de estudiantes con y sin reportes de bullying. Se concluyó que los resultados fortalecen la estructura factorial original de la escala y muestran su utilidad, tanto en la indagación de emociones relacionadas con el del desarrollo moral, como en la identificación de estudiantes involucrados como agresores en situaciones de bullying.

This paper aimed to establish evidence of validity and reliability of the adapted version of the MOSS-SAST questionnaire (Ahmed, 1999) to measure shame management in adolescents in situations of aggression toward peers. The study was conducted with a sample of 700 students from public secondary schools (N= 700) located in a northwestern state municipality of Mexico. Results enabled to obtain an empirically sustainable measuring model formed by two factors: Acknowledgment and Displacement (X2 = 5.16, p= 0.27; CMIN= 1.29; GFI= .98; CFI= .99; NFI= .97; RMSEA= .05). Evidence was obtained to show that the instrument has criterion validity since it is capable to differentiate between subgroups of students with and without reports of bullying in both factors, Acknowledgment (t= 3.49, gl= 137, p< .001) and Displacement (t= 3.63, gl= 137, p< .001). It was concluded that the results strengthen the original factorial structure of the scale and show the usefulness of the same, both for inquiring about emotions related to moral development and for identifying students involved as aggressors in bullying situations.

Foram estabelecidas as evidências de validade e confiabilidade da adaptação do Questionário MOSS-SAST (Ahmed, 1999) para medir a gestão da vergonha em adolescentes ante situações de agressão contra os pares. O estudo foi realizado com uma amostra de estudantes do ensino fundamental e médio (N=700) de um município do noroeste do México. Os resultados permitiram obter um modelo de medição empiricamente sustentável, formado por nove itens agrupados em dois fatores: reconhecimento e deslocamento (c2= 5.16, p= 0.27; CMIN= 1.29; GFI= .98; CFI= .99; NFI= .97; RMSEA= .05). O instrumento conta com evidências de validade de critério já que estabelece a diferença nos fatores de reconhecimento (t= 3.49, gl= 137, p< .001) e deslocamento (t= 3.63, gl= 137, p< .001) em subgrupos de estudantes com e sem relatos de bullying. Conclui-se que os resultados fortalecem a estrutura fatorial original da escala e mostram sua utilidade, tanto na indagação de emoções relacionadas com o desenvolvimento moral quanto na identificação de estudantes envolvidos como agressores em situações de bullying.

Diferencias entre subgrupos de estudiantes involucrados en el bullying: víctimas, agresores-víctimas y agresores / Differences between subgroups of students involved in bullying: victims, aggressors and aggressors-victims

El presente estudio planteó como objetivo determinar si las variables autoconcepto social, problemas de adaptación psicosocial y clima familiar, diferencian a víctimas, agresores-víctimas y agresores; además, establecer una función discriminante a partir de la cual se permita una clasificación de los estudiantes. Para ello, se identificaron a 245 estudiantes involucrados en el bullying: 50 víctimas, 63 agresores-víctimas y 132 agresores. Con un análisis discriminante se encontró que las variables mencionadas diferencian a los subgrupos y clasifican adecuadamente al 70% de los casos. Los agresores-víctimas fueron más vulnerables, ya que poseen un autoconcepto social más bajo, mayores problemas de adaptación psicosocial y clima familiar más desfavorable. Los agresores poseen autoconcepto social más alto y mayor dificultad tanto en la adaptación psicosocial como en el clima familiar, comparado con las víctimas. Se concluye que los hallazgos evidencian que los subgrupos presentan características que los distinguen, lo cual sugiere la necesidad de estrategias de intervención diferenciadas...

The aim of this study was to determine if the social self-concept, psychosocial adaptation issues and family climate variables differentiate aggressors-victims, victims and aggressors. In addition, to establish a discriminating function which allow a classification of students. To do this, we identified 245 students involved in bullying: 50 victims and 63 aggressors-victims and 132 aggressors. With a discriminating analysis it was found that the mentioned variables differentiate subgroups and properly classified up to 70% of the cases. The aggressors-victims were the most vulnerable, since they have a lower social self-concept, greater psychosocial adaptation problems and the most unfavorable family climate. The aggressors have higher social self-concept and greater difficulty in psychosocial adaptation and the family atmosphere, compared with the victims. It is concluded that the findings demonstrate that subgroups have characteristics which distinguish them, which suggests the need of different intervention strategies...

Perfiles de estudiantes mexicanos con aptitudes intelectuales sobresalientes / Psychological profiles of Mexican gifted students / Perfis de estudantes mexicanos com aptidões intelectuais destacáveis

El estudio se propuso determinar si la motivación al logro y el autoconcepto social permitían identificar conglomerados en estudiantes de bachillerato intelectualmente sobresalientes. Se realizó un diseño clasificatorio con una metodología cuantitativa para lo cual, mediante un muestreo aleatorio simple, se seleccionaron 133 estudiantes sobresalientes. Se identificaron dos conglomerados de estudiantes: el primero se denominó 'Altamente orientado al logro', y el segundo como 'Poco orientado al logro', respectivamente. Los estudiantes del primer conglomerado se caracterizaron por una mayor motivación al logro académico, menor autoconcepto social y mejor promedio académico. Se concluyó que en los aspectos motivacionales y emocionales los estudiantes sobresalientes presentan diferencias importantes, lo que sugiere tener cuidado con las generalizaciones realizadas sin sustento empírico. Asimismo, evidenció la importancia de la identificación de las diferencias individuales como parte de las estrategias de orientación y tutoría a estos alumnos.

The study was aimed to determine whether achievement motivation and social self-concept allowed identifying clusters of intellectually outstanding high school students. A classification design with a quantitative methodology was applied whereby, by simple random sampling, 133 outstanding students were selected. Two clusters of students were identified: the first, known as 'Highly achievement oriented', and the second as 'Lowly achievement oriented', respectively. Students of the first cluster were characterized by a greater motivation toward academic achievement, lower social self-concept and higher academic average. It was concluded that in motivational and emotional aspects outstanding students show significant differences which suggests being careful with generalizations made without empirical support. The study also showed the importance of identifying individual differences as part of the counseling and tutoring strategies with these students.

O estudo propôs determinar se a motivação ao sucesso e o autoconceito social permitiam identificar conglomerados em estudantes de segundo grau intelectualmente destacados. Foi feito um estudo classificatório com uma metodologia quantitativa para a qual, mediante uma amostragem aleatória simples, foram selecionados 133 estudantes destacados. Identificaram-se dois conglomerados de estudantes: o primeiro denominou-se 'Altamente orientado ao êxito, e o segundo como 'Pouco orientado ao êxito, respectivamente. Os estudantes do primeiro conglomerado caracterizaram-se por uma maior motivação ao sucesso acadêmico, menor autoconceito social e melhor média acadêmica. Conclui-se que em os aspectos motivacionais e emocionais os estudantes destacados apresentam grandes diferenças, o que sugere ter cuidado com as generalizações realizadas sem sustento empírico. Da mesma forma, evidenciou-se a importância da identificação das diferenças individuais como parte das estratégias de orientação e tutoria a estes alunos.

Diferencias en la situación socioeconómica, clima y ajuste familiar de estudiantes con reportes de bullying y sin ellos / Differences in socioeconomic status, climate and family adjustment of students with and without reports bullying

Se realizó un estudio cuantitativo transeccional con el objetivo de establecer las variables relativas a la familia que diferencian a un grupo de estudiantes que reportan conductas violentas hacia los compañeros en la escuela versus aquellos que no refieren tales conductas. Participaron en el estudio 937 estudiantes de diez escuelas secundarias públicas del Estado, los cuales fueron divididos en dos grupos, de acuerdo a si reportaron o no llevar a cabo conductas violentas contra sus compañeros en la escuela. Los resultados evidenciaron que variables familiares tales como la situación socioeconómica, el ajuste familiar, el nivel de convivencia y conflicto diferenciaron a ambos grupos de estudiantes, lo cual demuestra la importancia del estudio del contexto familiar para la comprensión del comportamiento violento de los adolescentes dentro de las escuelas.

A quantitative trans-sectional study was made in order to establish the family-related variables that distinguish a group of students who reported violent behaviors towards their classmates at school in contrast to those who do not show such behavior. 937 students from ten State public secondary education schools participated in the study. These were divided into two groups according to having or not reported violent behavior towards their classmates at school. The outcomes evidenced that familiar variables such as socioeconomic situation, familiar adjustment, coexistence and conflict level, distinguished both groups of students. This shows the importance of study of the familiar context when comprehending the violent behavior on teenagers in schools.

Propiedades psicométricas de un instrumento para medir las relaciones familiares en adolescentes intelectualmente sobresalientes / Psychometric properties of an instrument to measure family relationships in intellectually outstanding adolescents

Objetivo. El presente estudio tuvo como objetivo determinar las propiedades psicométricas correspondientes a la dimensión Relaciones de la escala para evaluar el clima familiar de Moos, Moos y Trickett (1984). Método. Se realizó un estudio descriptivo con una metodología cuantitativa, para lo cual se seleccionó una muestra probabilística de 208 estudiantes de bachillerato, identificados con aptitudes sobresalientes. Resultados. La validez de la escala se estableció a través de un análisis factorial confirmatorio, utilizándose el método de ecuaciones estructurales, mediante el cual se obtuvo un modelo factorial sustentable, compuesto por dos factores (apoyo-tolerancia y conflicto), no apareciendo en este modelo el factor de expresividad de la escala original. Además, el instrumento cuenta con validez discriminante, ya que permite diferenciar a los estudiantes cuyos puntajes se sitúan entre los percentiles 25, 50 y 75, correspondientes a climas familiares negativo, aceptable y positivo, respectivamente; los indicadores de confiabilidad también resultaron aceptables. Conclusión. En resumen, se puede afirmar que la escala obtenida cuenta con sustento teórico y psicométrico suficiente para ser utilizada en la medición de este constructo en estudiantes adolescentes con aptitudes sobresalientes.

Objective. This study had as main objective to determine the psychometrical properties corresponding to the relationship dimension of Moos, Moos y Trickett's (1984) scale to evaluate the family atmosphere. Method. A descriptive study with a quantitative methodology, which involved a sample of 208 High school students identified as possessing outstanding attitudes, was carried out for the purpose of this work. Results. The scale's validity was established by means of a confirmatory factorial analysis using the structural equations method which provided a sustainable factorial model composed of two factors (Support-Tolerance and Conflict) where the original scale's expressivity factor did not appear. Furthermore, the instrument has discriminatory validity since it allows the differentiation of students whose scores are between percentages 25, 50 and 75 of the scale; and who have acceptable reliability indicators. Conclusion. Summing up, it can be affirmed that the scale obtained relies on sufficient theoretical and psychometrical support to be used in the measurement of this construct on teen students with outstanding attitudes.

Escopo. O presente estudo teve como escopo determinar as propriedades psicométricas correspondentes à dimensão Relações da escala para avaliar o clima familiar de Moos, Moos e Trickett (1984). Metodologia. Foi realizado um estudo descritivo com uma metodologia quantitativa para o qual foi selecionada uma amostra probabilística de 208 estudantes de ensino médio com habilidades sobressalientes. Resultados. A validez da escala foi estabelecida a través de uma análises fatorial confirmatório e sendo utilizado o método de equações estruturais mediante o qual foi obtido um modelo fatorial sustentável composto por dois fatores (Apoio-Tolerância e Conflito) não aparecendo neste modelo, o fator de Expressividade da escala original. Além, o instrumento conta com a validez discriminante, já que permite diferenciar aos estudantes cujas porcentagens estão situadas entre os percentis 25, 50 e 75, correspondentes a climas familiares negativo, aceitável e positivo, respetivamente; os indicadores de confiabilidade também resultaram aceitáveis. Conclusão. Em resumo, é possível afirmar que a escala obtida conta com um sustento teórico e psicométrico suficiente para ser utilizada na medição deste construto em estudantes adolescentes com habilidades sobressalientes.

Participación de padres de estudiantes de educación primaria en la educación de sus hijos en México / Parental involvement in primary school children in Mexico

Se realizó un estudio descriptivo de corte cuantitativo que tuvo como propósito caracterizar la participación en la educación de los hijos de padres de estudiantes de primaria y evaluar los efectos en la misma de variables propias de los padres y del estudiante. Participaron en el estudio 90 padres estudiantes de una escuela primaria pública y 77 de una privada. Ex profeso para el estudio se elaboró un instrumento de medición el cual demostró poseer propiedades psicométricas satisfactorias. Se encontró que los padres presentan una elevada participación en la educación de los estudiantes; esta participación aumenta en las madres y padres con mayor nivel educativo y cuando los estudiantes tienen menor edad. Así mismo, se estableció que los padres y madres de los estudiantes con alto desempeño, participan más en la educación de sus hijos versus los de estudiantes de bajo desempeño.

A quantitative study was performed aimed to describe parental involvement in their primary school children’s educational process in Mexico and evaluate the effects on themselves of variables belonging to parents and to students. A measurement instrument was prepared and it turned out to be useful and have satisfactory psychometric keys. Key variables were measured in both parents and children using a paper-based questionnaire answered by 90 public school and 77 private school parents. It was found that parental involvement is high in their children’s educational process; this involvement increases in parents with a higher educational level, and when children are younger as well. It was established that children with higher achievement have parents with higher levels of involvement compared to those with lower achievement.