ABSTRACT
Bullying victimization is associated with poor health-related outcomes, including sleeping problems. The present study aimed to investigate the impact of bullying victimization on sleep difficulty, and the moderating effect of the number of close friends on this association, also exploring differences across genders. The study was based on a nationally-representative survey on adolescent health conducted in Brazilian schools, involving a total of 109,104 participants, enrolled at the 9th year in 2012. The measures used in the analysis included socio-demographic characteristics, bullying victimization, sleep difficulty, and number of close friends. In the multilevel models, reporting more peer victimization was associated with more sleep difficulties (b = .18, t = 50.17, p < .05), with girls reporting more sleep difficulties in association with peer victimization than boys. Reporting having more friends was inversely linked to sleep difficulties (b = -.08, t = -15.26, p < .05), and the association between peer victimization and sleep difficulties was significantly buffered by the number of friends. Moreover, in a three way interaction, there was a marginally significant difference in the effect of friends on the link between victimization and sleep difficulties between boys and girls (b = .02, t = 1.86, p = .06), with the buffering effect of friendships being negligible among girls as opposed to boys. The results indicate a significant association between bullying victimization and sleep difficulties, which seems to be more pronounced among girls, also suggesting that the number of close friends may buffer this association, mainly for boys.
Subject(s)
Bullying , Crime Victims , Sleep Wake Disorders , Adolescent , Female , Friends , Humans , Male , Peer Group , Sleep Wake Disorders/epidemiologyABSTRACT
O presente trabalho propõe a análise sobre a associação entre a autoclassificação étnico-racial de estudantes pretos e pardos e o autoconceito cognitivo. Participaram do estudo 706 estudantes do Ensino Fundamental e Médio de escolas públicas (Idade Média = 13,39 anos; D. P. = 1,94). Os resultados indicaram que a idade apresentou associação inversamente proporcional ao autoconceito, enquanto participantes auto classificados como pretos ou pardos apresentaram autoconceito cognitivo significativamente mais baixo que seus pares. Não foram identificadas interações entre gênero e autoconceito cognitivo. Os resultados destacam a potencial ação de estereótipos negativos que podem influenciar o desenvolvimento do autoconceito cognitivo de crianças pretas e pardas.(AU)
This paper proposes an analysis of the association between ethnic-racial self-classification of black and mixed race students and cognitive self-concept. The study included 706 students from public elementary and high schools (Average Age = 13.39 years; S. D = 1.94). Results indicated that age was inversely proportional to self-concept, while participants who were classified as black or mixed race presented significantly lower cognitive self-concept than their peers. No interactions were identified between gender and cognitive self-concept. The results highlight the potential action of negative stereotypes that may influence the development of cognitive self concept in black and mixed race children.(AU)
Subject(s)
Humans , Male , Female , Child , Adolescent , Young Adult , Social Discrimination , Black People , Students , Race Relations , RacismABSTRACT
O clima escolar é um fator fundamental na qualidade da vida escolar, sendo relevante para o bem estar dos estudantes. Nesse contexto duas dimensões destacam-se como sendo chave para mensuração do clima: estrutura disciplinar e suporte. Representam respectivamente a aplicação justa e estrita das regras da escola e a percepção dos estudantes quanto ao apoio de seus professores. A ampliação sobre seu estudo pode favorecer o desenvolvimento das escolas e dos estudantes ao contribuir na criação de um ambiente apropriado para esse fim. O presente estudo, portanto, teve como objetivos a adaptação para contexto brasileiro e a obtenção de evidências de confiabilidade e validade dos construtos de estrutura disciplinar e suporte da Escala de Avaliação do Clima Escolar Autoritativo (EACEA), versão para estudantes. Os dados foram coletados com708 estudantes do segundo ciclo do ensino fundamental e do ensino médio de sete escolas públicas da cidade de Curitiba, Paraná. Dentre os participantes, 55,1% se autodeclaram brancos e 53,0% do sexo feminino. As idades variaram entre 9 e 21 anos (média=13,4; d.p.=1,9). Os procedimentos envolveram as etapas de tradução, avaliação qualitativa da escala, Retrotradução, coleta de dados e análise fatorial confirmatória. Também foi executada análise de validade relacionada ao critério. Os principais resultados demonstraram que a escala obteve índices próximos aos valores com a amostra geral e, para a divisão entre grupos acadêmicos específicos, valores aceitáveis no construto de suporte. Na amostra geral a estrutura disciplinar foi um preditor negativo e significativo para a vitimização. Os resultados indicam que a versão brasileira da EACEA pode ser um instrumento adequado para avaliar o clima escolar. (AU)
School climate is a determining factor in the quality of school life and is fundamental to the wellbeing of students. In this context, two dimensions stand out as key to climate measurement: disciplinary structure and support. They represent, respectively, the fair and strict application of school rules and the students' perception of the support of their teachers. Their investigation can favor the development of schools and students, by contributing to the creation of an appropriate environment. Therefore, the present study aimed to adapt for the Brazilian context and obtaining evidence of reliability and validity of the constructs of disciplinary structure and support of the Authoritative School Climate Rating Scale (ASCRS), version for students. Data were collected with 708 students from the second cycle of elementary and high school education in seven public schools in the city of Curitiba, Paraná. Among the participants, 55.1% were self-described whites and 53.0% were female. The ages ranged from 9 to 21 years (mean=13.4, s.d.= 1.9). The procedures involved the steps of translation, qualitative scale evaluation, Retrotranslation, data collection and confirmatory factor analysis. Criterion-related validity analysis was also performed. The main results showed that the scale obtained values close to the general sample and acceptable values in the support construct for the division between specific academic groups. In the general sample the disciplinary structure was a negative and significant predictor for victimization. The results indicate that the Brazilian version of the EACEA can be an adequate instrument to evaluate the school climate.(AU)
Subject(s)
Humans , Male , Female , Child , Adolescent , Young Adult , Bullying , Education , Education, Primary and Secondary , Students , Psychology, Educational , Crime VictimsABSTRACT
According to the Authoritative School Climate theory, a school environment perceived with high levels of support and disciplinary structure can be a protective factor against violence. Therefore, the current study aimed to understand how support and disciplinary structure affected peer victimization among Brazilian students. Participants were 420 students from Brazil, between 7 and 14 years old (mean=10.02; S.D. = .91); 51.5% of the participants were boys. Measures were obtained from a self-report questionnaire with measures of victimization, authoritative school climate and sociodemographic data. Using multilevel modeling between individual and same-sex peer group analyses, 89.86% of the victimization variability was at the individual level. Results indicated a negative association between the student's perception of support and reports of victimization, but no gender differences as predictors of victimization. Younger students who reported lowers perceptions of support also could be more victimized.
De acordo com a teoria do Clima Escolar Autoritativo, ambientes escolares percebidos com altos níveis de suporte e estrutura disciplinar podem ser protetores contra a violência. Portanto, o objetivo desse estudo foi entender como o suporte e a estrutura disciplinar afetaram o relato da vitimização entre pares. Os participantes foram 420 estudantes, entre 7 e 14 anos (média=10,02; d.p.=0,91); 51,5% dos participantes eram meninos. As medidas foram obtidas a partir de questionário de autorrelato sobre vitimização, clima escolar autoritativo e dados sociodemográficos. Usando o modelo multinível, 89,86% da variação da vitimização foi no nível individual. Os resultados indicaram uma associação negativa entre a percepção de suporte pelo aluno e os relatos de vitimização, mas não foram encontradas diferenças entre gêneros como preditores de vitimização. Os alunos mais jovens, que relataram menor percepção de suporte, também apresentaram tendência maior para a vitimização.
De acuerdo con la teoría del clima escolar autoritativo, los ambientes escolares percibidos con altos niveles de soporte y estructura disciplinaria pueden ser protectores contra la violencia. El objetivo de este estudio fue entender cómo el soporte y la estructura disciplinar afectaron el relato de la victimización entre pares. Los participantes fueron 420 estudiantes, entre 7 y 14 años (promedio=10,02; d.e.=0,91); El 51,5% de los participantes eran niños. Medidas fueron obtenidas a partir del autorrelato sobre victimización, clima escolar autoritario y datos sociodemográficos. Con el modelo multinivel, el 89,86% de la variación de la victimización fue a nivel individual. Resultados indican asociación negativa entre lo soporte y los relatos de victimización, pero no se encontraron diferencias entre géneros como predictores de victimización. Los alumnos más jóvenes que relataron menor percepción de soporte también tienden a ser más victimizados.
