Abstract
(1) Background: This study examines school bullying and cyberbullying, which are unfortunate realities in our schools that require interdisciplinary, multidimensional educational interventions in order to enhance the quality of the educational process. (2) Methods: The study analyzes the results of the application of the School Harassment Questionnaire (CAES) to 494 students in the sixth year of primary school, aged between 11 and 13, in the Spanish region of Castilla-La Mancha. The results are presented for each dimension and item in the instrument, then analyzed by gender and student academic performance. (3) Results: The results indicated statistically significant differences in the variables examined, particularly in the variable Skills for Conflict Resolution. (4) Conclusions: The use of this instrument and results such as those in this study could enhance teachers’ awareness of the reality of their classrooms, from the school climate to the relational conflicts that may be present. This allows teachers to look into preventive action to encourage the comprehensive development of all students, with tutorial action being essential.
Highlights
We examined the gender of schoolchildren as a variable of analysis for the phenomena of bullying and cyberbullying to look at their impact on equality in education
Due to the broad nature of the phenomenon of bullying, this study considers the impact that the socialization of gender and students’ academic performance may have on how bullying and cyberbullying occur
The results are presented according to the general study objective, examining what sixth year primary-school students in Castilla-La Mancha know about the concept of bullying and cyberbullying, and the two specific objectives, examining the results according to the gender of the students and their average academic performance in all areas of the curriculum
Summary
This study aims to analyze the extent to which these variables can be predictors of bullying
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