Universidad de Murcia.
Psicothema. 2018 Feb;30(1):59-65. doi: 10.7334/psicothema2016.360.
Bullying as a construct is found to be related to a variety of individual, parental and academic factors. Familial factors include family environment, parenting style and parental involvement. The main aim of this study is to find out how Primary and Secondary Education students perceive parenting styles and social climate and if there are differences between pupils from these two educational stages. The study also considers the relationship between these perceptions of bullying victims and certain peer socio-affective factors.
Participants were 847 children and adolescents. School social climate and Family social climate were both evaluated using the Spanish version of Moos’ Family Social Climate Scale, and Parenting styles were evaluated according to the Parental Socialization Scale in Adolescence (ESPA29). Roles associated with bullying, and correlates of social reputation were measured using the Bull-S questionnaire.
There are differences in how primary and secondary education students perceive parenting styles and family climate.
Parental factors are related to bullying victimization and socio-affective group variables (social preference, acceptance or rejection levels, and the number of friends). The study highlighs risk and protective factors for victimization.
欺凌作为一个概念，与各种个体、父母和学术因素有关。家庭因素包括家庭环境、育儿方式和父母参与度。本研究的主要目的是了解小学和中学教育阶段的学生如何看待教养方式和社会氛围，以及这两个教育阶段的学生之间是否存在差异。该研究还考虑了欺凌受害者对某些同伴社会情感因素的看法与这些因素之间的关系。
参与者为 847 名儿童和青少年。使用西班牙版 Moos 的家庭社会气候量表评估学校社会氛围和家庭社会氛围，根据青少年父母社会化量表（ESPA29）评估养育方式。使用 Bull-S 问卷测量与欺凌有关的角色和社会声誉的相关性。
小学生和中学生对教养方式和家庭氛围的看法存在差异。
父母因素与欺凌受害和社会情感群体变量（社会偏好、接受或拒绝程度以及朋友数量）有关。该研究强调了受害的风险和保护因素。
