Student profile Not involved in bullying: description based on gender stereotypes, parenting practices, cognitive-social strategies and food over-intake

Abstract

El objetivo de la investigación es identificar las características del alumnado que no participa en episodios de bullying (denominados no involucrados), en función de estereotipos de género, crianza; actitudes y estrategias cognitivas sociales y sobreingesta alimentaria. En el estudio participaron 1190 alumnos de educación básica de once escuelas públicas del Estado de México, México. Investigación cuantitativa, con estudio descriptivo y diseño transversal. Se recogieron datos a partir de cinco instrumentos que miden las variables de estudio: bullying, estereotipos de género, crianza, estrategias cognitivas sociales, sobreingesta alimentaria. Los resultados permitieron identificar cinco tipos de alumnos (víctimas de violencia escolar; víctimas de bullying; bully; doble rol y no involucrados), los contrastes del ANOVA de un factor, identificaron diferencias significativas en los grupos contrastados, con respecto a cada una de las variables estudiadas. Se concluye que el alumnado que no se involucran en episodios de bullying, tienen más hábitos de salud, más habilidades sociales que facilitan adaptación al contexto social, sin identificarse con estereotipos tradicionales como el femenino y el machismo. Con respecto a la crianza de sus padres, se identifica que no son educados a través de prácticas de crianza inefectivas como el maltrato. Los resultados describen características definitorias del alumnado que no se involucra en episodios de bullying, lo que será de gran utilidad para la elaboración de programas de prevención e intervención.

The objective of the research is to identify the characteristics of students who do not participate in bullying episodes (called “not involved”), in function of gender stereotypes, parenting styles; attitudes and social cognitive strategies and food intake. The study involved 1190 elementary school students, from eleven public schools in the State of Mexico, Mexico. Quantitative research, with descriptive study and cross-sectional design. Data were collected from five instruments that measure the study variables: bullying, gender stereotypes, parenting styles, social cognitive strategies, food intake. The results identified five types of students (victims of school violence; victims of bullying; bully; double role and not involved), the contrasts for one-way ANOVA of a factor, identified significant differences in the groups with respect to each of the variables studied. It is concluded that students who do not engage in bullying episodes (not involved), have more health habits, more social skills that facilitate adaptation to the social context, without identifying with traditional stereotypes such as traditional feminine and machismo. With regard to parenting, it is identified that they are not educated through ineffective parenting practices such as abuse. The results of this study describe defining characteristics of students who do not engage in bullying episodes, which will be very useful for the development of prevention and intervention programs.