Bullying e bem-estar psicológico em alunos dos 2ºe 3ºciclos do ensino básico e secundário
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2011
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A presente investigação incidiu sobre um subtipo de violência, caracterizada por um
carácter sistemático, desigualdade de poder e intencionalidade: o Bullying.
O estudo deste fenómeno em contexto escolar assume-se preponderante se
analisarmos a escola enquanto espaço privilegiado de socialização, educação e transmissão
cultural. Importa explorarmos a análise dos comportamentos desviantes, para
providenciarmos medidas preventivas.
Tendo em conta a incidência deste tipo de comportamentos em contexto escolar, o
seu carácter transcultural e as consequências nefastas para o Bem-estar Físico e Psicológico
dos diferentes intervenientes, a investigação procurou: descrever as características dos
adolescentes envolvidos em condutas de Bullying em função de variáveis sociodemográficas;
analisar as associações entre o Bullying e a percepção de Bem-estar Psicológico nos
adolescentes; definir modelos preditores para os comportamentos de Bullying em função do
Bem-estar Psicológico.
Para a avaliação do Bullying foi utilizada a Escala de Vitimação e Agressão Escolar
(Cunha, s/d) e para a avaliação do Bem-estar Psicológico a Escala de Bem-estar Psicológico
para adolescentes (Bizarro, 1999).
A amostra foi constituída por 400 alunos, de ambos os géneros, dos 2º e 3º Ciclos do
Ensino Básico e Secundário, em escolas portuguesas.
Os resultados evidenciam associações significativas entre o Bullying e o Bem-estar
Psicológico na adolescência. O Bullying associa-se positivamente às dimensões negativas do
Bem-estar Psicológico. Foram encontrados 11 modelos preditores, apresentando-se as
Cognições Emocionais e a Ansiedade com maior valor preditivo face os três estatutos de
Bullying (agressores, vítimas e observadores).
This research focuses on a specific form of violence, labeled Bullying that is characterized by pattern of behavior repeated over time, the imbalance of power and the intentionality. The research of Bullying in school context is essential nowadays in particular if you look at school as a privileged space for socialization, education and cultural transmission. It explores the analysis of deviant behavior, so we can apply preventive measures. Given the prevalence of bullying in schools, the fact that it is not an isolated problem unique to specific cultures, and harm that it causes to the Physical and Psychological WellBeing, the aim of this study is to identify the individual characteristics of adolescents involved in bullying behaviors and their association with socio-demographic factors. Another purpose was to evaluate the association between bullying and Psychological Well-Being perception in adolescents. This research also intends to find predictive models of Bullying based on Psychological Well-Being. A School Victimization and Aggression Scale (Cunha, s/d) was used to analyze Bullying behaviors as the Psychological Well-Being Scale for Adolescents (Bizarro, 1999) to evaluate the Psychological Well-Being. This study used a sample of 400 students of both genders, attending to Portuguese middle and high schools (5th, 7th, 9th and 11th grades). The results showed a strong association between Bullying and Psychological WellBeing during the adolescence. Bullying is positively linked with the negative dimension of Psychological Well-Being. Results show 11 different predictive models, in which Emotional Cognitions and Anxiety show more predictive value for all the three different bully status groups (bullies, victims, observers).
This research focuses on a specific form of violence, labeled Bullying that is characterized by pattern of behavior repeated over time, the imbalance of power and the intentionality. The research of Bullying in school context is essential nowadays in particular if you look at school as a privileged space for socialization, education and cultural transmission. It explores the analysis of deviant behavior, so we can apply preventive measures. Given the prevalence of bullying in schools, the fact that it is not an isolated problem unique to specific cultures, and harm that it causes to the Physical and Psychological WellBeing, the aim of this study is to identify the individual characteristics of adolescents involved in bullying behaviors and their association with socio-demographic factors. Another purpose was to evaluate the association between bullying and Psychological Well-Being perception in adolescents. This research also intends to find predictive models of Bullying based on Psychological Well-Being. A School Victimization and Aggression Scale (Cunha, s/d) was used to analyze Bullying behaviors as the Psychological Well-Being Scale for Adolescents (Bizarro, 1999) to evaluate the Psychological Well-Being. This study used a sample of 400 students of both genders, attending to Portuguese middle and high schools (5th, 7th, 9th and 11th grades). The results showed a strong association between Bullying and Psychological WellBeing during the adolescence. Bullying is positively linked with the negative dimension of Psychological Well-Being. Results show 11 different predictive models, in which Emotional Cognitions and Anxiety show more predictive value for all the three different bully status groups (bullies, victims, observers).
Descrição
Orientação: Carlos Simões
Palavras-chave
PSICOLOGIA, VIOLÊNCIA ESCOLAR, BULLYING, BEM-ESTAR PSICOLÓGICO, ADOLESCÊNCIA, PSYCHOLOGY, PSYCHOLOGICAL WELL-BEING, MESTRADO EM PSICOLOGIA DA EDUCAÇÃO, SCHOOL VIOLENCE, BULLYING, ADOLESCENCE, ENSINO BÁSICO 2º CICLO, ENSINO BÁSICO 3º CICLO, ENSINO SECUNDÁRIO, PRIMARY EDUCATION, SECONDARY EDUCATION