Facultad de Psicología, Universidad Complutense de Madrid, 28223 Madrid, Spain.
Psicothema. 2013;25(2):206-13. doi: 10.7334/psicothema2012.312.
Although there have been many studies of bullying, few have linked it with the escalation of disruption-coercion that sometimes occur in the classroom. Understanding this relationship is the aim of this research.
The study included 22114 Spanish adolescents, aged 12 to 18 years (mean age = 14.22, SD = 1.41). 49.6% were boys (mean age = 14.26, SD = 1.41) and 50.4% were girls (mean age = 14.20, SD = 1.40). The design was a sample survey with stratified cluster sampling. Data were analyzed by latent class analysis.
Based on direct involvement in bullying, five groups were detected: non-participants, bullies, followers, victim-bullies and victims. Involvement in bullying is associated with lower appraisal of school norms and a more negative perception of interaction with teachers, which seems to cause disruption and coercion escalations. We found differences in this respect among groups involved in bullying and non-participants.
The results reflect the need to try to prevent these two problems conjointly, teaching students to reject all forms of violence and, through more effective treatment of disruption, to prevent or stop escalation at early stages.
尽管已有许多关于欺凌的研究，但很少有研究将其与课堂上不时发生的破坏-胁迫升级联系起来。理解这种关系是本研究的目的。
本研究纳入了 22114 名年龄在 12 至 18 岁的西班牙青少年（平均年龄=14.22，SD=1.41）。其中 49.6%为男生（平均年龄=14.26，SD=1.41），50.4%为女生（平均年龄=14.20，SD=1.40）。设计为采用分层聚类抽样的样本调查。采用潜类分析进行数据分析。
根据直接参与欺凌行为，发现了五个群体：非参与者、欺凌者、追随者、受欺凌的欺凌者和受害者。参与欺凌行为与对学校规范的评价较低以及与教师互动的负面看法有关，这似乎导致了破坏和胁迫的升级。我们发现，在这方面，参与欺凌行为的群体和非参与者之间存在差异。
这些结果反映了需要共同努力预防这两个问题，教导学生拒绝所有形式的暴力，并通过更有效地处理破坏行为，在早期阶段预防或阻止升级。
