Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention.

Prosocial behaviour is regarded as a critical factor in reducing aggressive behaviours among peers, both in physical settings and virtual spaces. This variable facilitates the enhancement of social relationships, promoting empathy, deep listening, physical and verbal service, and even solidarity, am...

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Detalhes bibliográficos
Autores: Chicote Beato, María de las Mercedes, Bodoque Osma, Ana Rosa, Martins, Fernando, González Víllora, Sixto
Formato: artículo
Fecha de publicación:2026
País:España
Recursos:Universidad de Castilla-La Mancha
Repositorio:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/47940
Acesso em linha:https://doi.org/10.1002/berj.70154
https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.70154
https://hdl.handle.net/10578/47940
Access Level:acceso abierto
Palavra-chave:Bullying
Cyberbullying
Intervention
Prosocial behaviour
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spelling Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention.Chicote Beato, María de las MercedesBodoque Osma, Ana RosaMartins, FernandoGonzález Víllora, SixtoBullyingCyberbullyingInterventionProsocial behaviourProsocial behaviour is regarded as a critical factor in reducing aggressive behaviours among peers, both in physical settings and virtual spaces. This variable facilitates the enhancement of social relationships, promoting empathy, deep listening, physical and verbal service, and even solidarity, among other benefits. The objective of this research is to evaluate the efficacy of the CYBUPRE intervention in fostering prosocial behaviour, analysing the results on a general basis, and dividing them by educational stage to ascertain whether any differences were found depending on grade level. The study was conducted in the context of Physical Education, with a sample of 695 students of Primary Education (402 students) and Secondary Education (293). The age ranged from 10 to 15 years (M = 11.85, SD = 1.19), with the majority (90%) residing in rural areas. The study had a one-group quasi-experimental design, with pre-test and post-test measures. Significant differences were found in all the dimensions, with medium effect sizes observed in Empathy and Verbal Comfort, as well as Solidarity, and small effect sizes observed in Deep Listening, Physical and Verbal Service, and Physical Help. Furthermore, taking into consideration an analysis distinguishing between Primary and Secondary Education, the results revealed significant differences in all dimensions, with the exception of Physical and Verbal Service, and underscoring the Physical Help dimension which had a higher effect size at Primary level. Finally, due to the classification of the intervention as a short-term implementation, it can be adapted to the curriculum and needs of educational centres, allowing for the fulfilment of the competencies and objectives established in the educational programmes.Wiley202620262026info:eu-repo/semantics/articleapplication/pdfapplication/pdfhttps://doi.org/10.1002/berj.70154https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.70154https://hdl.handle.net/10578/47940reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaInglésFPU20/02984UID/05198/2025info:eu-repo/semantics/openAccessoai:ruidera.uclm.es:10578/479402026-05-27T07:36:41Z
dc.title.none.fl_str_mv Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention.
title Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention.
spellingShingle Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention.
Chicote Beato, María de las Mercedes
Bullying
Cyberbullying
Intervention
Prosocial behaviour
title_short Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention.
title_full Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention.
title_fullStr Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention.
title_full_unstemmed Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention.
title_sort Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention.
dc.creator.none.fl_str_mv Chicote Beato, María de las Mercedes
Bodoque Osma, Ana Rosa
Martins, Fernando
González Víllora, Sixto
author Chicote Beato, María de las Mercedes
author_facet Chicote Beato, María de las Mercedes
Bodoque Osma, Ana Rosa
Martins, Fernando
González Víllora, Sixto
author_role author
author2 Bodoque Osma, Ana Rosa
Martins, Fernando
González Víllora, Sixto
author2_role author
author
author
dc.subject.none.fl_str_mv Bullying
Cyberbullying
Intervention
Prosocial behaviour
topic Bullying
Cyberbullying
Intervention
Prosocial behaviour
description Prosocial behaviour is regarded as a critical factor in reducing aggressive behaviours among peers, both in physical settings and virtual spaces. This variable facilitates the enhancement of social relationships, promoting empathy, deep listening, physical and verbal service, and even solidarity, among other benefits. The objective of this research is to evaluate the efficacy of the CYBUPRE intervention in fostering prosocial behaviour, analysing the results on a general basis, and dividing them by educational stage to ascertain whether any differences were found depending on grade level. The study was conducted in the context of Physical Education, with a sample of 695 students of Primary Education (402 students) and Secondary Education (293). The age ranged from 10 to 15 years (M = 11.85, SD = 1.19), with the majority (90%) residing in rural areas. The study had a one-group quasi-experimental design, with pre-test and post-test measures. Significant differences were found in all the dimensions, with medium effect sizes observed in Empathy and Verbal Comfort, as well as Solidarity, and small effect sizes observed in Deep Listening, Physical and Verbal Service, and Physical Help. Furthermore, taking into consideration an analysis distinguishing between Primary and Secondary Education, the results revealed significant differences in all dimensions, with the exception of Physical and Verbal Service, and underscoring the Physical Help dimension which had a higher effect size at Primary level. Finally, due to the classification of the intervention as a short-term implementation, it can be adapted to the curriculum and needs of educational centres, allowing for the fulfilment of the competencies and objectives established in the educational programmes.
publishDate 2026
dc.date.none.fl_str_mv 2026
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://doi.org/10.1002/berj.70154
https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.70154
https://hdl.handle.net/10578/47940
url https://doi.org/10.1002/berj.70154
https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.70154
https://hdl.handle.net/10578/47940
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv FPU20/02984
UID/05198/2025
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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