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

Armando Gómez Villalpando; Javier González García

doi:10.19136/etie.v8n16.6357

Authors

Armando Gómez Villalpando Unidad UPN 111 Guanajuato
Javier González García

DOI:

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

Keywords:

School bullying. Socio-emotional competences. Student perceptions. Bystander effect. Prosocial self-efficacy.

Abstract

This study explores university students’ perceptions of the socio-emotional profiles of school bullying actors (perpetrators, victims, and bystanders). Using a questionnaire built from a selective literature review on bullying and socio-emotional competences, and completed by 89 students, we computed response frequencies and conducted an interpretive analysis of emergent patterns. For perpetrators, the most cited triad—lack of guilt, low empathy, and anger reactivity—forms a “cold–hot” profile that enables repeated harm. For victims, emotional distress, difficulty seeking help, and social withdrawal predominate, an “affect–agency–bond” sequence that entrenches vulnerability. For bystanders, ambivalence about intervening, diffusion of responsibility (“not my problem”), and group conformity stabilize passivity.

References

Craig, W. M., Pepler, D. J., & Atlas, R. S. (2000). Observations of bullying in the playground and in the classroom. School Psychology International, 21(1), 22–36. https://doi.org/10.1177/0143034300211002

D’Urso, G., Symonds, J., Sloan, S., & Devine, D. (2022). Bullies, meanies, and victims: The role of child and classmate social and emotional competencies. Social Psychology of Education, 25(2), 293–312. https://doi.org/10.1007/s11218-021-09684-1 (wrap.warwick.ac.uk, SpringerLink)

Guy, A. (2017). The social and emotional profiles of adolescent bullies, victims, and bully victims (Tesis doctoral). University of Warwick. (wrap.warwick.ac.uk)

Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta analytic review of cross sectional studies. Journal of Child Psychology and Psychiatry, 41(4), 441–455. https://doi.org/10.1111/1469 7610.00629 (Wikipedia)

Huang, Y. (2024). Bullying victims' perceived social support profiles and their associations with psychological health and prosocial behavior. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-024-01954-3 (PMC)

Huang, Y., Zhao, X., Zhang, Z., & Liu, X. (2024). Bullying victims’ perceived social support profiles and their associations with psychological health and prosocial behavior. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-024-01954-3 (SpringerLink)

Knauf, R.-K., Eschenbeck, H., & Hock, M. (2018). Bystanders of bullying: Social-cognitive and affective reactions to school bullying and cyberbullying. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 12(4), Article 3. https://doi.org/10.5817/CP2018-4-3 (cyberpsychology.eu)

Macaulay, P. J. R. (2022). Bystander responses to cyberbullying: The role of perceived severity and socioemotional factors. Computers in Human Behavior, 132, 107230. https://doi.org/10.1016/j.chb.2022.107230 (ScienceDirect)

Méndez, I. (2019). Emotional intelligence, bullying, and cyberbullying in adolescents. International Journal of Environmental Research and Public Health, 16(23), 4837. https://doi.org/10.3390/ijerph16234837 (MDPI)

Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, health & medicine, 22(sup1), 240-253.

Monteiro, A. P. (2024). The relation between bullying and cyberbullying, empathy, and emotional intelligence in adolescents. Safety, 4(4), 43. https://doi.org/10.3390/safety4040043 (MDPI)

O'Brennan, L. M., Bradshaw, C. P., & Sawyer, A. L. (2009). Examining developmental differences in the social emotional problems among frequent bullies, victims, and bully/victims. Psychology in the Schools, 46(2), 100–115. In F. Rivara (Ed.), Consequences of Bullying Behavior. 2016. (NCBI)

Thornberg, R., & Wänström, L. (2018). Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: A multilevel analysis. Social Psychology of Education, 21(5), 1133-1151.

Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., & Verhulst, F. C. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology.

Waasdorp, T. E., Fu, R., Clary, L. K., & Bradshaw, C. P. (2022). School climate and bullying bystander responses in middle and high school. Journal of applied developmental psychology, 80, 101412.