Estudio exploratorio sobre acoso escolar en alumnado con altas capacidadesprevalencia y afectación psicológica

  1. Joaquín González-Cabrera 1
  2. Javier Tourón 1
  3. Juan Manuel Machimbarrena 1
  4. Ana León-Mejía 1
  5. Mónica Gutiérrez-Ortega 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2019

Issue: 386

Pages: 187-214

Type: Article

DOI: 10.4438/1988-592X-RE-2019-386-432 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

Introduction: The distinguishing characteristics of gifted students can leave them vulnerable to being bullied. Evidence on school violence and gifted students is scarce and it has still not been explored in Spain. The aim is to establish the prevalence of bullying among gifted students, its distribution across the different roles and its relationship with other psychological variables. Method: We employed a cross-sectional and analytic study of 285 gifted students (Mage = 11.77; SD = 2.28; range 9¿18) from all over Spain (175 male, 61.6%). The Spanish versions of the European Bullying Intervention Project Questionnaire, Depression, Anxiety, Stress Scales-21, Interpersonal Support Evaluation List and KIDSCREEN-10 were used. Results: 50.9% is involved in bullying, with 36.9% being victims, 1.1% bullies, and 10.2% bully-victims. Bully-victims and victims present worse health-related quality of life scores (p < .001), depression (p < .001), stress (p < .001) and, and anxiety (p < .001) than uninvolved individuals. Discussion: This paper provides empirical evidence of the high prevalence of victimization among gifted Spanish students. Being a victim or bully-victims has an impact on psychological wellbeing and, particularly, on health-related quality of life, stress, anxiety, and depression.

€ View funding

Funding information

Esta investigación ha sido financiada por la Universidad Internacional de la Rioja dentro del Plan Propio de Investigación 4 [2017-2019]. También ha sido financiado por el proyecto RTI2018- 094212-B-I00 por el Programa Estatal de I+D+I Orientada a los retos de la Sociedad.

Funders

Bibliographic References

  • Aboujaoude, E., Savage, M. W., Starcevic, V., & Salame, W. O. (2015). Cyberbullying: review of an old problem gone viral. Journal of Adolescent Health, 57(1), 10–18. https://doi.org/10.1016/j. jadohealth.2015.04.011.
  • Albdour, M., & Krouse, H. J. (2014). Bullying and victimization among African American adolescents: A literature review. Journal of child and adolescent psychiatric nursing, 27(2), 68-82. https://doi.org/10.1111/ jcap.12066.
  • Berne, S., Frisen, A., Schultze-Krumbholz, A., Scheithauer, H., Naruskov, K., Luik, P., et al. (2013). Cyberbullying assessment instruments: A systematic review. Aggression and Violent Behavior, 18(2), 320-334. http://doi.org/10.1016/j.avb.2012.11.022.
  • Brighi, A., Ortega, R., Pyzalski, J., Scheithauer, H., Smith, P. K., Tsormpatzoudis, C., …Thompson, J. (2012). European Cyberbullying Intervention Project Questionnaire – ECIPQ [Unpublished questionnaire]. Retrieved from bullyingandcyber.net.
  • Brighi, A., Ortega, R., Pyzalski, J., Scheithauer, H., Smith, P. K., Tsormpatzoudis, C., …Thompson, J. (2012). European Cyberbullying Intervention Project Questionnaire – ECIPQ [Unpublished questionnaire]. Retrieved from bullyingandcyber.net.
  • Calvete, E., Fernández-González, L., González-Cabrera, J. M., & GámezGuadix, M. (2017). Continued Bullying Victimization in Adolescents: Maladaptive Schemas as a Mediational Mechanism. Journal of Youth and Adolescence, 1–11. http://doi.org/10.1007/s10964-017-0677-5.
  • Castelló, A., & Batlle, C. (1998). Aspectos teóricos e instrumentales en la identificación del alumno superdotado y talentoso. Propuesta de un protocolo. FAISCA, 6, 26-66.
  • Clark, B. (2012). Growing up gifted (8th Ed.). Columbus, OH: Charles E. Merrill.
  • Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98, 310–357. http://doi. org/10.1037/0033-2909.98.2.310.
  • Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65– 83. http://doi.org/10.1037/a0020149.
  • Dalosto, M. D. M., & Alencar, E. M. (2013). Manifestações e prevalência de bullying entre alunos com altas habilidades/superdotação. Revista Brasileira de Educação Especial, 19(3), 363-378.
  • Daza, P., Novy, D., Stanley, M., & Averill, P. (2002). The Depression Anxiety Stress Scale-21: Spanish translation and Validation with a Hispanic sample. Journal of Psychopathology and Behavioral Assessment, 24, 195-205. https://doi.org/10.1023/A:1016014818163.
  • Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32, 471–489.
  • Díaz-Aguado, M. J., Martínez, R., & Martín, J. (2013). El acoso entre adolescentes en España: Prevalencia, papeles adoptados por todo el grupo y características a las que atribuye la victimización. Revista de Educación, 362, 348-379. https://doi.org/10-4438/1988-592XRE-2011-362-164.
  • Erwin, J. (2015). Prevalence and Impact of Peer Victimization Among Gifted Adolescents (Doctoral Dissertation). University of California, Berkeley, United States.
  • Estell, D. B., Farmer, T. W., Irvin, M. J., Crowther, A., Akos, P., & Boudah, D. J. (2009). Students with exceptionalities and the peer group context of bullying and victimization in late elementary school. Journal of Child and Family Studies, 18(2), 136–150. http://doi.org/10.1007/ s10826-008-9214-1.
  • Festl, R., Vogelgesang, J., Scharkow, M., & Quandt, T. (2017). Longitudinal patterns of involvement in cyberbullying: Results from a Latent Transition Analysis. Computers in Human Behavior, 66, 7–15. http:// doi.org/10.1016/j.chb.2016.09.027.
  • Francis, R., Hawes, D. J., & Abbott, M. (2016). Intellectual giftedness and psychopathology in children and adolescents: A systematic literature review. Exceptional Children, 82(3), 279–302. http://doi. org/10.1177/0014402915598779.
  • Gagné, F. (2015). From genes to talent: the DMGT/CMTD perspective. Revista de Educación, 368, 12–37. https://doi.org/10.4438/1988- 592X-RE-2015-368-289.
  • Garaigordobil, M., & Martínez-Valderrey, V. (2014). Cyberprogram 2.0. Un Programa de intervención para la prevenir y reducir el ciberbullying. Madrid: Pirámide.
  • Garaigordobil, M., Martínez-Valderrey, V., & Aliri, J. (2014). Victimización, percepción de la violencia y conducta social. Infancia y Aprendizaje, 37(1), 90–116. http://doi.org/10.1080/02103702.2014.881651.
  • Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: a meta-analysis. Pediatrics, 132, 720-729. https://doi. org/10.1542/peds.2013-0614.
  • González-Cabrera, J., Balea, A., Vallina, M., Moya, A., & Laviana, O. (2017). Informe ejecutivo del Proyecto CIBERASTUR [CYBERASTUR project executive report]. Consejería de Educación y Cultura del Principado de Asturias. https://goo.gl/wLxQ6i.
  • Harris, J. R. (1995). Where is the child’s environment? A group socialization theory of development. Psychological Review, 102(3), 458–489. http:// doi.org/10.1037/0033-295X.102.3.458.
  • Haslam, S., Ellemers, N., Reicher, S. D., Reynolds, K., & Schmitt, M. (2010). The social identity perspective today: An overview of its defining ideas. Rediscovering Social Identity. In T. Postmes, & N. R. Branscombe (Eds.), Rediscovering Social Identity: Core Sources (pp. 341-356). New York: Psychology Press.
  • Hawker, D. S. J., & Boulton, M. J. (2000). Twenty Years’ Research on Peer Victimization and Psychosocial Maladjustment: A Meta-analytic Review of Cross-sectional Studies. Journal of Child Psychology and Psychiatry, 41(4), 441–455. http://doi.org/10.1111/1469-7610.00629
  • Hidalgo-Rasmussen, C., Molina, T., Molina, R., Sepúlveda, R., Martínez, V., Montaño, R., Gonález, E., & George, M. (2015). Influence of bullying on the quality of life perception of Chilean students. Revista Médica de Chile, 143(6), 716-723.
  • Hinduja, S., & Patchin, J. W. (2013). Social influences on cyberbullying behaviors among middle and high school students. Journal of youth and adolescence, 42(5), 711-722. https://doi.org/10.1007/s10964-012- 9902-4
  • Holt, M. K., & Espelage, D. L. (2007). Perceived social support among bullies, victims, and bully-victims. Journal of Youth and Adolescence, 36(8), 984–994. http://doi.org/10.1007/s10964-006-9153-3.
  • Holt, M. K., Vivolo-Kantor, A. M., Polanin, J. R., Holland, K. M., DeGue, S., Matjasko, J. L., … Reid, G. (2015). Bullying and Suicidal Ideation and Behaviors: A Meta-Analysis. Pediatrics, 135(2), e496–e509. –1864http://doi.org/10.1542/peds.2014.
  • Hymel, S., McClure, R., Miller, M., Shumka, E., & Trach, J. (2015). Addressing school bullying: Insights from theories of group processes.  Journal of Applied Developmental Psychology,  37(1), 16–24. http://doi. org/10.1016/j.appdev.2014.11.008.
  • Jager, J., Putnick, D. L., & Bornstein, M. H. (2017). II. More than just convenient: The scientific merits of homogeneous convenience samples. Monographs of the Society for Research in Child Development, 82(2), 13-30. https://doi.org/10.1111 / mono.12296.
  • Konishi, C., & Hymel, S. (2009). Bullying and Stress in Early Adolescence. Journal of Early Adolescence, 29(3), 333–356. http://doi. org/10.1177/0272431608320126.
  • Margolin, L. (2018). Gifted Education and the Matthew Effect. In A. Böker and K. Horvath (Eds.), Begabung und Gesellschaft (pp. 165–182). Springer Fachmedien Wiesbaden: Wiesbaden, Germany.
  • Matthews, M. S., Ritchotte, J. A., & Jolly, J. (2014). What’s wrong with giftedness? Parents’ perceptions of the gifted label. International Studies in Sociology of Education, 24(4), 372– 393. doi:10.1080/0962 0214.2014.990225.
  • Ministerio de Educación, Cultura y Deporte (2017). Bienestar de los estudiantes: resultados de PISA 2015. https://goo.gl/Egq2pU.
  • Modecki, K.L., Minchin, J., Harbaugh, A.G., Guerra, N.G., & Runions, K.C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55, 602– 611. http://doi.org/10.1016/j.jadohealth.2014.06.007.
  • Nakamoto, J., & Schwartz, D. (2009). Is peer victimization associated with academic achievement? A Meta-analytic Review. Social Development, 19, 221–242. https://doi.org/10.1111/j.1467-9507.2009.00539.x.
  • Oliveira, J. C., & Barbosa, A. J. G. (2012). Bullying among students with and without characteristics of giftedness.  Psicologia: Reflexão e Crítica,  25(4), 747–755. https://doi.org/10.1590/S0102- 79722012000400014.
  • Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2015). Repensando las altas capacidades: una aproximación evolutiva. Revista de Educación, 368, 40-65.
  • Olweus, D. (1999). Norway. In P. K. Smith, Y. Morita, J., Junger-Task, D. Olweus, R. Catalano, & P. Slee (Eds.) The nature of school bullying: A cross-national perspective (pp. 28–48). London, England: Routledge.
  • Oostenbroek, J., & Over, H. (2015). Young children contrast their behavior to that of out-group members. Journal of Experimental Child Psychology, 139, 234–241. http://doi.org/ 10.1016/j.jecp.2015.05.009.
  • Ortega-Ruiz, R., Del Rey, R., & Casas, J. (2016). Evaluar el bullying y el cyberbullying validación española del EBIP-Q y del ECIP-Q. Psicología de la Educación, 22, 71-79. https://doi.org/10.1016/j.pse.2016.01.004.
  • Parker, P. (2011). Bullying and victimization rates among gifted and highachieving students. Journal for the Education of the Gifted, 34(4), 624–643. https://doi.org/10.1177/016235321103400405.
  • Pelchar, T. K., & Bain, S. K. (2014). Bullying and victimization among gifted children in school-level transitions. Journal for the Education of the Gifted, 37, 319–336. http://doi.org/10.1177/ 0162353214552566.
  • Pérez-Fuentes, M. del C., Gázquez, J. J., Molero, M. del M., Soler, J., & Barragán, A. B. (2015). Valores interpersonales relacionados con el perfil de agresor y víctima en adolescentes. International Journal of Psychology and Psychological Therapy, 15(2), 229–239.
  • Peters, M. P., & Bain, S. K. (2011). Bullying and victimization rates among gifted and high achieving students. Journal for the Education of the Gifted, 34(4), 624–643. https://doi.org/10.1177/016235321103400405.
  • Peterson, J. S. (2009). Myth 17: Gifted and talented individuals do not have unique social and emotional needs. Gifted Child Quarterly, 53, 280–282. http://doi.org/10.1177/0016986209346946.
  • Peterson, J. S., & Ray, K. E. (2006a). Bullying and the gifted: Victims, perpetrators, prevalence, and effects. Gifted Child Quarterly, 50(2), 148–168. https://doi.org/10.1177/001698620605000305.
  • Peterson, J. S., & Ray, K. E. (2006b). Bullying among the gifted: The subjective experience. Gifted Child Quarterly, 50(3), 252–269. https:// doi.org/10.1177/001698620605000305.
  • Pfeiffer, S. (2018). Giftedness and talent development in children and youth. In Paul Ward, Jan Maarten Schraagen, Julie Gore, & Emilie M. Roth (Eds.),The Oxford handbook of expertise. https://doi.org/10.1093/ oxfordhb/9780198795872.013.5.
  • Pouwels, J. L., Souren, P. M., Lansu, T. A. M., & Cillessen, A. H. N. (2016). Stability of peer victimization: A meta-analysis of longitudinal research. Developmental Review, 40, 1–24. https://doi.org/10.1016/j. dr.2016.01.001.
  • Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse and Neglect, 34(4), 244–252. http://doi.org/10.1016/j.chiabu.2009.07.009.
  • Reijntjes, A., Thomaes, S., Kamphuis, J. H., Bushman, B. J., Reitz, E., & Telch, M. J. (2013). Youths’ displaced aggression against inand outgroup peers: An experimental examination. Journal of Experimental Child Psychology, 115(1), 180–187. https://doi.org/10.1016/j. jecp.2012.11.010.
  • Renzulli, J. S, & Reis, S. M. (2018). The three-ring conception of giftedness: A developmental approach for promoting creative productivity in young people. In Pfeiffer, S. I., Shaunessy-Dedrick, E., & Foley-Nicpon, M. (Eds.), APA handbooks in psychology. APA handbook of giftedness and talent. Washington, D.C.: American Psychological Association.
  • Rodríguez-Hidalgo, A. J., Alcívar, A., & Herrera-López, M. (2019). Traditional bullying and discriminatory bullying around special educational needs: Psychometric properties of two instruments to measure it. International Journal of Environmental Research and Public Health, 16(1), 142. https://doi.org/10.3390/ijerph16010142.
  • Ryoo, J. H., Wang, C., Swearer, S. M., & Park, S. (2017). Investigation of transitions in bullying/victimization statuses of gifted and general education students. Exceptional Children, 83(4), 396–411. http://doi. org/10.1177/0014402917698500.
  • Sadler GR, Lee H, Lim RS, Fullerton J. (2010). Recruiting hard-to-reach United States population sub-groups via adaptations of snowball sampling strategy. Nursing & Health Sciences, 12 (3), 369-374. https:// doi.org/10.1111/j.1442-2018.2010.00541.x.
  • Salmivalli, C. (1999). Participant role approach to school bullying: Implications for interventions. Journal of Adolescence, 22(4), 453–459. http://doi.org/10.1006/jado.1999.0239.
  • Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1–15.
  • Save the Children (2016). Yo a eso no juego. Bullying y ciberbullying. Retrieved from https://www.savethechildren.es/sites/default/files/ imce/docs/yo_a_eso_no_juego.pdf.
  • Silverman, L. K. (2002). Asynchronous development. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 31–37). Waco, TX: Prufrock Press.
  • Smith, B., Dempsey, A., Jackson, S., Olenchak, R., & Gaa, J. (2012). Cyberbullying among Gifted Children. Gifted Education International, 28, 112–126. https://doi.org/10.1177/0261429411427652.
  • Tajfel, H. (1982). Social Psychology of Intergroup relations.  Annual Review of Psychology, 26(2000), 1–39. http://doi.org/ 10.1146/annurev. ps.33.020182.000245.
  • The KIDSCREEN Group Europe (2006). The KIDSCREEN Questionnaires. Quality of life questionnaires for children and adolescents. Lengerich, Germany: Pabst Science Publishers.
  • Tourón, J. & Tourón, M. (2016). Identification of verbal and mathematical talent: The relevance of ‘out of level’ measurement. Anales de Psicología, 32(3), 638–651. https://doi.org/10.6018/analesps.32.3.259401.
  • Trujillo, H., Martos, F., & González-Cabrera, J. (2012). Adaptación al español del “Interpersonal Support Evaluation List” (ISEL). Universitas Psychologica, 3, 969–978.
  • Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and Cyber. Journal of Adolescent Health, 45(4), 368–375. http://doi. org/10.1016/j.jadohealth.2009.03.021.
  • Yuste, C. (1989). Batería de aptitudes diferenciales y generales. BADYG-S. Madrid: Manual técnico. Madrid: Ed. CEPE.
  • Zych, I., Ortega-Ruiz, R., & Del Rey, R. (2015). Systematic review of theoretical studies on bullying and cyberbullying: Facts, knowledge, prevention, and intervention. Aggression and Violent Behavior, 23, 1–21. https://doi.org/10.1016/j.avb.2015.10.001.
  • Zych, I., Ortega-Ruiz, R., & Marín-López, I. (2016). Cyberbullying: a systematic review of research, its prevalence and assessment issues in Spanish studies. Psicología Educativa, 22, 5-18. https://doi. org/10.1016/j.pse.2016.03.002.
Data source: Dialnet