Galán-Arroyo Carmen, Flores-Ferro Elizabeth, Castillo-Retamal Franklin, Rojo-Ramos Jorge
University of Extremadura, Cáceres, Spain.
Universidad Católica Silva Henríquez, Santiago, Chile.
Front Psychol. 2024 Aug 27;15:1401801. doi: 10.3389/fpsyg.2024.1401801. eCollection 2024.
In recent years, there has been a notable increase in bullying rates in school. Bullying is characterized as a repeated set of malicious actions by an individual or group toward another individual in an imbalanced power dynamic, resulting in physical, psychological, social, or material harm to the victim, with the intention of causing social exclusion. The scientific literature has investigated the factors that influence this type of behavior, environmental factors, such as school location and student age, as well as other factors, such as gender and level of physical fitness, also play an important role. This study examined the correlation between motor self-efficacy and bullying, considering that physical activity acts as a regulator in these cases. The Kolmogorov-Smirnov test was employed to assess the normality of the data distribution, and Spearman's Rho test was used to analyze the relationship between each dimension of the EBIPQ and E-AEM scores. The Cronbach's alpha was used to evaluate the reliability of each instrument. The results indicated a significant inverse correlation between the EBIP-Q and E-AEM in the variables of sex, educational stage and school environment. In conclusion, an inverse correlation was observed between motor self-efficacy and bullying, indicating that higher levels of motor self-efficacy are related to lower levels of bullying victimization. Motor self-efficacy could be used as a tool to reduce bullying situations at school. It would be important for government policies to encourage the practice of physical activity in all areas of life in order to improve motor self-efficacy and end bullying.
近年来，学校中的欺凌率显著上升。欺凌的特征是个人或群体在权力不平衡的动态中对另一个人反复进行一系列恶意行为，给受害者造成身体、心理、社会或物质上的伤害，目的是造成社会排斥。科学文献已经研究了影响这类行为的因素，环境因素，如学校位置和学生年龄，以及其他因素，如性别和身体素质水平，也起着重要作用。本研究考察了运动自我效能感与欺凌之间的相关性，认为体育活动在这些情况下起到调节作用。采用柯尔莫哥洛夫-斯米尔诺夫检验来评估数据分布的正态性，并用斯皮尔曼等级相关系数检验来分析EBIPQ和E-AEM得分各维度之间的关系。使用克朗巴哈系数来评估每个工具的信度。结果表明，在性别、教育阶段和学校环境变量中，EBIP-Q与E-AEM之间存在显著的负相关。总之，观察到运动自我效能感与欺凌之间存在负相关，这表明较高水平的运动自我效能感与较低水平的欺凌受害率相关。运动自我效能感可以作为一种工具来减少学校中的欺凌情况。政府政策鼓励在生活的各个领域进行体育活动，以提高运动自我效能感并杜绝欺凌行为，这将是很重要的。
