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...

Descripción completa

Detalles Bibliográficos
Autores: Leon Moreno, Celeste, Musitu Ochoa, Gonzalo, Cañas Pardo, Elizabeth, Estévez López, Estefanía, Callejas Jerónimo, Juan Evaristo
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2020
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/142215
Acceso en línea:https://hdl.handle.net/11441/142215
https://doi.org/10.3390/ijerph18010108
Access Level:acceso abierto
Palabra clave:school integration
psychosocial adjustment
cyber-aggression
adolescence
id ES_889b71d7a13734b5de656c9e81bd2f6d
oai_identifier_str oai:idus.us.es:11441/142215
network_acronym_str ES
network_name_str España
repository_id_str
spelling Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among AdolescentsLeon Moreno, CelesteMusitu Ochoa, GonzaloCañas Pardo, ElizabethEstévez López, EstefaníaCallejas Jerónimo, Juan Evaristoschool integrationpsychosocial adjustmentcyber-aggressionadolescenceThe 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.MDPIEstadística e Investigación Operativa2020info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/142215https://doi.org/10.3390/ijerph18010108reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésInternational journal of environmental research and public health, 18 (1), 108-1.https://doi.org/10.3390/ijerph18010108info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1422152026-06-17T12:51:07Z
dc.title.none.fl_str_mv Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents
title Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents
spellingShingle Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents
Leon Moreno, Celeste
school integration
psychosocial adjustment
cyber-aggression
adolescence
title_short Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents
title_full Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents
title_fullStr Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents
title_full_unstemmed Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents
title_sort Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents
dc.creator.none.fl_str_mv Leon Moreno, Celeste
Musitu Ochoa, Gonzalo
Cañas Pardo, Elizabeth
Estévez López, Estefanía
Callejas Jerónimo, Juan Evaristo
author Leon Moreno, Celeste
author_facet Leon Moreno, Celeste
Musitu Ochoa, Gonzalo
Cañas Pardo, Elizabeth
Estévez López, Estefanía
Callejas Jerónimo, Juan Evaristo
author_role author
author2 Musitu Ochoa, Gonzalo
Cañas Pardo, Elizabeth
Estévez López, Estefanía
Callejas Jerónimo, Juan Evaristo
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Estadística e Investigación Operativa
dc.subject.none.fl_str_mv school integration
psychosocial adjustment
cyber-aggression
adolescence
topic school integration
psychosocial adjustment
cyber-aggression
adolescence
description 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.
publishDate 2020
dc.date.none.fl_str_mv 2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/142215
https://doi.org/10.3390/ijerph18010108
url https://hdl.handle.net/11441/142215
https://doi.org/10.3390/ijerph18010108
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv International journal of environmental research and public health, 18 (1), 108-1.
https://doi.org/10.3390/ijerph18010108
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 MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869412564664844288
score 15,301603

Similares en LA Referencia