Bullying y cyberbullying: diferencias en función del sexo en estudiantes de quinto y sexto curso de educación primaria

  1. Juan M. Machimbarrena
  2. Maite Garaigordobil
Revista:
Suma Psicológica

ISSN: 0121-4381

Año de publicación: 2018

Volumen: 25

Número: 2

Páginas: 102-112

Tipo: Artículo

DOI: 10.14349/SUMAPSI.2018.V25.N2.2 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Suma Psicológica

Resumen

La literatura científica ha encontrado resultados discrepantes en el análisis de las diferencias en función del sexo en bullying y sobre todo en cyberbullying. Este estudio tuvo como objetivo analizar estas diferencias entre sexos en una muestra del último ciclo de educación primaria del País Vasco. Se administró el test “Cyberbullying: Screening de acoso entre iguales”, a 1.993 (edad media = 10,68) participantes, el 50,2% niños y el 48,8% niñas. En bullying los resultados muestran similar porcentaje de víctimas-puras, agresores-puros y observadores en ambos sexos; únicamente se confirmó un porcentaje mayor de niños víctimas- agresivas. Analizando las conductas sufridas y perpetradas, se encontró que un porcentaje significativamente mayor de niños participaba como víctima, agresor y observador de agresiones físicas, verbales y psicológicas. La puntuación media de conducta sufrida, realizada y observada fue también significativamente mayor en los niños. En cyberbullying los porcentajes en ambos sexos en todos los roles fueron similares. Sin embargo, al analizar las conductas, se encontró que un porcentaje mayor de niños es víctima de agresiones para grabarlas y subirlas a internet y que observa llamadas anónimas para asustar, mientras que un mayor porcentaje de niñas observa conductas de acoso sexual. Finalmente, la puntuación media de cibervictimización fue significativamente mayor en los niños. Este estudio aporta información sobre una problemática de interés y resalta la importancia de crear programas de intervención para niños y niñas de estas edades.

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