Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents
The aim of this study was to analyze the relationships between sociometric types in the classroom—rejected, preferred, neglected, controversial and average—and psychological discomfort, life satisfaction and cyber-aggression, based on the adolescent’s gender. 2398 adolescents of both sexes participa...
| Authors: | , , , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2020 |
| Country: | España |
| Institution: | Universidad de Sevilla (US) |
| Repository: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/142215 |
| Online Access: | https://hdl.handle.net/11441/142215 https://doi.org/10.3390/ijerph18010108 |
| Access Level: | Open access |
| Keyword: | school integration psychosocial adjustment cyber-aggression adolescence |
| Summary: | The aim of this study was to analyze the relationships between sociometric types in the classroom—rejected, preferred, neglected, controversial and average—and psychological discomfort, life satisfaction and cyber-aggression, based on the adolescent’s gender. 2398 adolescents of both sexes participated in the study (49.8% girls), aged between 12 and 18 years (M = 16.03, SD = 1.91). Multivariate analyses of variance were performed. The results showed significant relationships between sociometric types, life satisfaction and cyber-aggression. Rejected adolescents also showed less satisfaction with life and greater cyber-aggression. Furthermore, the boys, regardless of their sociometric type in the classroom, displayed less psychological distress and less involvement in cyber-aggression. Controversial adolescents also showed greater involvement in cyber-aggression. Finally, programs should be promoted for the prevention of social difficulties in the school, based on the promotion of social integration, not only in the classroom, but also on the Internet. |
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