%0 Journal Article
%T Variables Psicol¨®gicas Moduladoras de la Autodefinici¨®n del Perfil en Procesos de Acoso Escolar: El papel del g¨¦nero y el curriculum escolar Psychological Modulating Variables in the Profile Self-definition in School Bullying Process: the gender and the school curriculum role
%A Jes¨²s Garc¨ªa
%A Ma del Carmen Orellana
%J European Journal of Education and Psychology
%D 2008
%I CENFINT
%X En este art¨ªculo se estudia el efecto de las interacciones entre el g¨¦nero y el tipo de curr¨ªculum escolar (adaptado-no adaptado a las necesidades del estudiante) y una serie de variables que describen la conducta violenta escolar. Se aplic¨® una bater¨ªa de cuestionarios que inclu¨ªa pruebas de conducta pro y antisocial, impulsividad y empat¨ªa. La muestra estaba formada por 295 estudiantes de ense anza secundaria (44% varones). Para comprobar los efectos de las interacciones se aplicaron una serie de Manovas intersujetos. Los resultados revelan que el curr¨ªculo no tiene efectos significativos en ninguna variable dependiente, por lo que no parece ser un factor modulador de la violencia escolar. S¨ª lo son la tipolog¨ªa de la violencia, el papel adoptado ante el acoso y la opini¨®n sobre las v¨ªctimas y las peleas. El g¨¦nero aparece como un factor relevante en la tipolog¨ªa de la violencia y la opini¨®n sobre v¨ªctimas y peleas. Las chicas resultan ser m¨¢s emp¨¢ticas y prosociales, mientras que los varones son m¨¢s impulsivos y se sienten m¨¢s aislados. Palabras clave: Acoso escolar, conducta antisocial, conducta prosocial, curr¨ªculum acad¨¦mico, diferencias de g¨¦nero. Interactions between gender, adapted vs. non-adapted curricula, and a number of scholar violence-related factors are studied. Gender and curricula were considered independent variables. Some instruments were applied, including questionnaires of impulsivity, empathy, pro-social behaviour and anti-social behaviour, all them considered as dependent variables. Sample was composed by 295 students of secondary compulsory education (high-school, 44% male). The interactions between factors were analysed using inter-subject Manova statistics. Results show that curricula are not a relevant factor to understand violence. Typology of violence developed by subjects, role in bullying process, opinion about victims and opinion about fighting are relevant factors for bullying. Gender has too significant effects in typology of violence and opinions. Girls are more pro-social and emphatic and boys are more impulsive and isolated. Key words: Bullying, antisocial behaviour, prosocial behaviour, academic curricula, gender differences.
%K Acoso escolar
%K conducta antisocial
%K conducta prosocial
%K curr¨ªculum acad¨¦mico
%K diferencias de g¨¦nero.
%U http://www.ejep.es/index.php/journal/article/view/10