Percepción estudiantil de perfiles socioemocionales de actores estudiantiles de la violencia escolar

Armando Gómez Villalpando; Javier González García

doi:10.19136/etie.v8n16.6357

Autores/as

Dr. Armando Gómez Villalpando Unidad UPN 111 Guanajuato
Dr. Javier González García

DOI:

https://doi.org/10.19136/etie.v8n16.6357

Palabras clave:

Violencia escolar. Competencias socioemocionales. Percepción estudiantil. Efecto espectador. Autoeficacia prosocial.

Resumen

Este estudio explora cómo el alumnado universitario percibe los perfiles socioemocionales de los actores de la violencia escolar (agresores, víctimas y testigos). A partir de un formulario construido con base en una revisión selectiva de literatura sobre bullying y competencias socioemocionales, respondido por 89 estudiantes, se obtuvieron frecuencias de elección de rasgos y se elaboró un análisis interpretativo de los patrones emergentes. En los agresores, el trío más señalado combina falta de culpa, baja empatía y reactividad colérica, lo que configura una “tríada frío-caliente” que facilita la repetición del daño. En las víctimas, predominan el malestar emocional, la dificultad para pedir ayuda y el aislamiento, una secuencia “afecto-agencia-vínculo” que cronifica la vulnerabilidad. En los testigos, destacan la ambivalencia entre ayudar/no meterse, la desresponsabilización (“no es mi problema”) y la conformidad grupal, tríada que estabiliza la pasividad.

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