Análisis de la relación entre la victimización y la violencia escolarel rol de la reputación antisocial

  1. Estévez López, Estefanía
  2. Inglés Saura, Cándido J.
  3. Emler, Nicholas
  4. Martínez Monteagudo, Mari Carmen
  5. Torregrosa Díez, María Soledad
Revista:
Psychosocial Intervention

ISSN: 1132-0559

Año de publicación: 2012

Volumen: 21

Número: 1

Páginas: 53-66

Tipo: Artículo

DOI: 10.5093/IN2012V21N1A3 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psychosocial Intervention

Objetivos de desarrollo sostenible

Resumen

Previous studies have identified two subgroups of victims of school violence. A first subgroup is composed of the majority of victims who are characterized by their passive response and withdrawal in violent situations, while a lower percentage, although at more risk of psychosocial maladjustment, combines victimization with a defiant, hostile and aggressive behaviour. The present study is focused on the second case, with the purpose of analyzing the possible factors influencing the transition from passive victimization to involvement in aggressive behaviors within the school context. The starting premise is based on the theory originally proposed by Emler, which posits that the victim?s perception of helplessness in situations of intimidation, may result in the searching of an antisocial reputation that helps victims defend themselves against future attacks; a social image that takes shape precisely through the involvement in violent acts. To test these relationships, 1795 adolescents between 11 and 18 years of age were recruited from nine secondary schools. To analyse the data, a structural equation model was calculated, which confirmed the starting hypothesis.

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