Desconexión moral y agresión escolar en nivel primaria: el papel mediador de la vergüenza

José Alan Ochoa Arreola; Jesús Tánori Quintana; Cesar Alan Flores Partida; José Ángel Vera Noriega; José Luis Montoya Aguilar

doi:10.19136/etie.v8n16.6355

Authors

José Alan Ochoa Arreola Universidad Estatal de Sonora
Jesús Tánori Quintana Sonora Institute of Technology
Cesar Alan Flores Partida Sonora Institute of Technology
José Ángel Vera Noriega University of Sonora
José Luis Montoya Aguilar Sonora Institute of Technology

DOI:

https://doi.org/10.19136/etie.v8n16.6355

Keywords:

aggression, elementary education, school mediation, gender differences

Abstract

This study analyzed the relationship between moral disengagement and aggressive behaviors in elementary school
students, considering the mediating role of shame and the moderating effect of sex. A cross-sectional design with
a quantitative and explanatory scope was employed. The sample consisted of 562 students from fifth and sixth
grade attending public schools in Sonora, Mexico (56.8% male, 43.2% female; M = 10.70 years, SD = 0.65).
Validated scales measuring aggression, moral disengagement, and shame were administered. Analyses included
descriptive statistics, Pearson correlations, Student’s t-tests, and a moderated mediation model using PROCESS
in JASP. Results revealed positive and significant associations among moral disengagement, shame, and
aggressive behaviors. Moral disengagement was directly related to aggression (β = .24), and shame partially
mediated this relationship (β = .03). Significant differences by sex were observed in aggression and moral
disengagement, although the interaction between moral disengagement and sex was not significant. In conclusion,
moral disengagement and shame are key factors in understanding school aggression in elementary education.
These findings highlight the importance of designing preventive interventions that integrate both cognitive and
emotional dimensions, while also considering differences between boys and girls.

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