Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.
Javier Martín Babarro
Universidad Complutense de Madrid
Background: The assessment of bullying requires an analysis both of the main profiles involved in this phenomenon and of the social context in which it occurs. By considering both aspects, this study develops a scale that, in addition to individual information, incorporates a representation of the group structure of the classroom. Method: A large sample composed of 11,561 students (mean age = 11.12 years, girls = 49.2%) from 108 schools completed the Sociescuela Scale by peer reports. An analysis of the internal structure and reliability of the scale was performed, as well as of the students’ social networks. Results: Factor analysis yielded five factors: Victimization, Acceptance, Prosociality, Withdrawal, and Aggressiveness. Boys showed more victimization and aggressiveness than girls. The results obtained enable us to: (a) evaluate a series of individual profiles associated with involvement in bullying and their sociometric status, and (b) position them on a social map of each classroom. Conclusions: The data suggested that the scale is reliable and valid for use in the detection of bullying and its applied nature facilitates the design of school interventions.
Evaluación y detección del acoso escolar a través del análisis del contexto grupal. Antecedentes: la evaluación del acoso escolar requiere tanto de un análisis de los principales perfiles involucrados como del contexto social en el que se produce. Considerando ambos aspectos, este estudio desarrolla una escala en la que además de la información individual, se incorpora una representación de la estructura grupal del aula. Método: una amplia muestra compuesta por 11.561 estudiantes (edad media = 11,12, chicas = 49,2%) de 108 centros educativos completaron la escala Sociescuela a través de heteroinforme. Se analizaron la estructura interna y la fiabilidad de la escala, así como las redes sociales del grupo. Resultados: el análisis factorial distinguió cinco factores: Prosocialidad, Retraimiento, Agresividad, Victimización y Aceptación. Los chicos mostraron un mayor nivel de victimización y de agresividad. Los resultados obtenidos permiten: (1) evaluar una serie de perfiles individuales asociados a la participación en el acoso escolar, así como su estatus sociométrico, y (2) situarlos en un mapa social de cada clase. Conclusiones: los análisis sugieren que la escala es fiable y válida para ser utilizada en la detección del acoso escolar. Su carácter aplicado facilita el diseño de intervenciones en los centros educativos.
SPANISH
ENGLISH
https://doi.org/10.7334/psicothema2014.85