Trayectorias de Victimización en Situaciones de Acoso Escolar: Asociaciones con Cambios en las Dimensiones del Estatus Social Dentro del Grupo Clase
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Palabras clave

Bullying
Social status dimensions
Latent class growth analysis
Multigroup analyses Bullying
Dimensiones de estatus social
Análisis de crecimiento de clase latente
Análisis de grupos múltiples

Cómo citar

Bravo, A., Ortega-Ruiz, R., & Romera, E. M. (2024). Trayectorias de Victimización en Situaciones de Acoso Escolar: Asociaciones con Cambios en las Dimensiones del Estatus Social Dentro del Grupo Clase. Psicothema, 36(3), 207–216. Recuperado a partir de https://reunido.uniovi.es/index.php/PST/article/view/21617

Resumen

Antecedentes: Estudios previos identificaron la asociación entre estatus social en el aula y victimización por acoso escolar, pero sigue sin estar claro cómo las trayectorias de victimización se relacionan por separado con las dimensiones del estatus social: preferencia (aceptación y rechazo) y popularidad (popular e impopular), y si existen diferencias entre los distintos grupos de trayectorias. Este estudio asumió un enfoque longitudinal para explorar esas preguntas de investigación. Método: Un total de 3.182 (50% chicas; M = 12.55 años en el primer tiempo) estudiantes participaron en el estudio. Resultados: Se encontraron cuatro grupos de trayectorias de victimización por acoso escolar: altos, decrecen, aumentan y bajos en sus niveles de victimización. Los análisis de grupos múltiples mostraron que el grupo persistente- alto tenía los peores niveles de aceptación, rechazo e impopularidad. El grupo de victimización decreciente aumentó en aceptación y popularidad, mientras que el grupo de victimización creciente aumentó en rechazo y popularidad. Conclusiones: Estos resultados subrayan la importancia de considerar las diferentes dimensiones del estatus social y su asociación con las trayectorias de victimización cuando se proponen programas anti-bullying.

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