Factores vinculados al bullying en escolares de Córdoba, Argentina / Factors linked to bullying in schoolchildren in Cordoba, Argentina

Resumen Antecedentes: el bullying es un problema complejo por lo que las investigaciones sugieren poner el foco en las características individuales de los adolescentes, así como explorar aquellos contextos que inciden en su desarrollo, como el familiar y escolar, adoptando una visión ecológica. Objetivo: indagar los factores individuales (comportamientos prosociales/antisociales) y las características de los contextos familiares y escolares vinculados a la conducta de bullying en adolescentes escolarizados de escuelas públicas y privadas de la ciudad de Córdoba. Método: se administró una batería de test para medir las variables en estudio a 3500 adolescentes entre 11 y 20 años. Se realizó un análisis de correspondencia múltiple. Resultados: se detectan dos dimensiones que explican un 36.47% de la variabilidad de los datos, como ejes estructurales del espacio de las representaciones, que identifican los patrones sobre los que se discriminan los roles implicados en el bullying. Se verifica que las víctimas comparten más características con los no implicados y los agresores con el grupo denominado víctimas-agresores, constatando que los roles ante el acoso no son excluyentes. Conclusión: la identificación de los diferentes factores se constituye en un insumo valioso para el diseño de intervenciones orientadas a la prevención.

Abstract Background: Bullying is a complex problem and research suggests focusing on adolescents' individual characteristics, as well as exploring those contexts that affect their development, such as family and school contexts, by adopting an ecological vision. Objective: To inquire into the individual factors (prosocial/antisocial behaviors) and the characteristics of family and school contexts related to bullying behavior in adolescents attending public and private schools in the city of Córdoba. Method: A test battery was administered to 3,500 adolescents between 11 and 20 years old to measure the study variables. A multiple correspondence analysis was performed. Results: Two dimensions which explain 36.47% of data variability were observed as structural axes of the representations that identify the patterns in which the roles involved in bullying are distinguished. There is evidence that the victims share more characteristics with those not involved in bullying and the aggressors with the group called victims-aggressors, confirming that the roles in bullying are not exclusive. Conclusion: The identification of different factors constitutes a valuable input for designing the interventions aimed at prevention.

Study on School Factors and Countermeasures of Honesty and Credit Shortage in Students / 中华医学教育探索杂志

By analyzing school factor of honesty and credit shortage in students,we put forward concrete measures to enhance honesty and credit education in students from aspects of education,management and university surroundings construction.It is expected to offer better help to honesty and credit education in colleges and universities.