Abstract
ABSTRACT Coexistence between adolescents in educational centres and people outside these centres is increasingly mediated by the use of different technologies. The present study analyses the perceptions of 4,273 students in secondary education in Aragon (Spain) on how the positive relationships that occur in the educational centre (among students and their classmates, teachers, school principals and other staff) and between the family and the school mediate the prevention of bullying and cyberbullying. The study was performed in 20 educational centres of the Autonomous Community of Aragon, considering the stratified representation of the provinces, private and public schools, and rural and urban areas. The study was conducted by applying questionnaires on bullying and cyberbullying, among other questions, and by evaluating the relationship between students and the rest of the educational community. An analysis was elaborated from a structural equation model (SEM), using as exogenous variables the student’s assessment of relations with the rest of the members of the educational community and, as endogenous variables, victimization, aggression and perception of bullying situations and cyberbullying (bystanders). This study concluded by exposing aspects related to these protective factors, which are so important for the development of a positive coexistence and personal relationships. Our research brings advances towards a positive and transformative vision for preventing bullying and cyberbullying. From this proposal, we find interesting the importance and necessity to overcome the silence of cyber-victimized adolescents, reinforcing not only the peer network in the educational centre but also teacher and family networks.
Highlights
This research is part of a completed work on the map of coexistence in Aragon within the I Comprehensive Plan against bullying
In a preliminary analysis to determine the incidence of relational bullying and cyberbullying in victims (VB; VC), bystanders (BB; BC) and aggressors (AB; AC) in the sample of our study, we evaluated the percentage of people who had answered affirmatively to the situations posed
Analysing the figures on indirect or relational bullying, the data showed that 43.1% of the sample claimed to have been a victim of this type of aggression in recent months, 57.8% had been bystanders, and 27.8% claimed to have been at some point the aggressor using this type of behaviour
Summary
This research is part of a completed work on the map of coexistence in Aragon within the I Comprehensive Plan against bullying (order ECD/715/2016). This map has included all of the members of the educational context. In this work we have based on two models: Bronfenbrenner’s (1979) ecological model that collects the theoretical systemic vision that we want to give to the subject, and, linked to it, the Rawlings’s model (2015) on school connectedness as a preventive factor for bullying behaviours. We believe that it is key to frame this study within the ecological framework of Bronfenbrenner as other authors have done previously (Hong, Lee, Lee, Lee, & Garbarino, 2014; Huang, Hong, & Espelage, 2013; Lee, 2011; Santoyo Castillo & Frías, 2014)
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