Desempenho escolar e bullying em estudantes em situação de vulnerabilidade social
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Outros Autores: | , , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/1822/55210 |
Resumo: | Introduction: School bullying is characterized by over time repetitiveness of aggression, by the intentional injuring or causing suffering to another, and by the imbalance of power between the participants. This is not a new phenomenon, because the recurring situation of violence between peers at school has probably been a regular feature throughout human history. Involvement in school bullying can have negative consequences, including for the students´ teaching-learning process, in which those involved may have troubles such as failing, dropping out, as well as episodes of indiscipline. Objective: Identify the school performance of children and adolescents in a socially vulnerable situation, as well as to analyse the possible relationships of this performance with participation in the situations of violence that characterize school bullying. Method: 375 primary school children and adolescents of both genders aged between 8 and 16 years participated in the study. The instruments used were School Performance Test, Sociometric Scale and, Questionnaire for the Study of Violence Among Peers. The data were analysed using ANOVA Two-way test and Spearman correlation. Results: The present study indicates that children and adolescents in a socially vulnerable situation had results that were below expectations with respect to school development and performance in the three subtests – writing, arithmetic, and reading – in both genders and in different age groups. In an intra and extra analysis group, there was a significant difference between female children and adolescents in all subtests. However, the same was not observed among boys. There was also a relationship between poor school performance and participation in bullying situations, in which it was found that the score on the writing subtest was negatively correlated with practicing aggression and witnessing violence at school. A similar result occurred in relation to the reading subtest. The arithmetic subtest score, in turn, correlated negatively with the three forms of participation in situations of school violence: to assault, suffer abuse, and witnessing violence against colleagues. Finally, the total score obtained in SPT negatively and significantly correlated with practicing aggression and witnessing violence. Conclusion: Based on the results of this study, it was found that most children and adolescents in a socially vulnerable condition showed a lower school performance level than expected for their year attending. Allied to these results, it was found that teenage girls showed better performance than children of the same gender did. Moreover, there is a relationship between poor school performance and participation in bullying situations in different roles: victim, bully, and bystander. |
id |
RCAP_96bdcf3c11d848377ccc0e4a2ce7bf36 |
---|---|
oai_identifier_str |
oai:repositorium.sdum.uminho.pt:1822/55210 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Desempenho escolar e bullying em estudantes em situação de vulnerabilidade socialAcademic performance and bullying in socially vulnerable studentsEscolaridadeBullyingVulnerabilidade socialCiências Sociais::Ciências da EducaçãoIntroduction: School bullying is characterized by over time repetitiveness of aggression, by the intentional injuring or causing suffering to another, and by the imbalance of power between the participants. This is not a new phenomenon, because the recurring situation of violence between peers at school has probably been a regular feature throughout human history. Involvement in school bullying can have negative consequences, including for the students´ teaching-learning process, in which those involved may have troubles such as failing, dropping out, as well as episodes of indiscipline. Objective: Identify the school performance of children and adolescents in a socially vulnerable situation, as well as to analyse the possible relationships of this performance with participation in the situations of violence that characterize school bullying. Method: 375 primary school children and adolescents of both genders aged between 8 and 16 years participated in the study. The instruments used were School Performance Test, Sociometric Scale and, Questionnaire for the Study of Violence Among Peers. The data were analysed using ANOVA Two-way test and Spearman correlation. Results: The present study indicates that children and adolescents in a socially vulnerable situation had results that were below expectations with respect to school development and performance in the three subtests – writing, arithmetic, and reading – in both genders and in different age groups. In an intra and extra analysis group, there was a significant difference between female children and adolescents in all subtests. However, the same was not observed among boys. There was also a relationship between poor school performance and participation in bullying situations, in which it was found that the score on the writing subtest was negatively correlated with practicing aggression and witnessing violence at school. A similar result occurred in relation to the reading subtest. The arithmetic subtest score, in turn, correlated negatively with the three forms of participation in situations of school violence: to assault, suffer abuse, and witnessing violence against colleagues. Finally, the total score obtained in SPT negatively and significantly correlated with practicing aggression and witnessing violence. Conclusion: Based on the results of this study, it was found that most children and adolescents in a socially vulnerable condition showed a lower school performance level than expected for their year attending. Allied to these results, it was found that teenage girls showed better performance than children of the same gender did. Moreover, there is a relationship between poor school performance and participation in bullying situations in different roles: victim, bully, and bystander.Introdução: O bullying escolar é caracterizado pela repetitividade das agressões ao longo do tempo, pela intencionalidade em se ferir ou causar sofrimento ao outro e pelo desequilíbrio de poder entre as partes envolvidas. Não se trata de um fenômeno atual, pois as situações recorrentes de violência entre pares na escola provavelmente acompanham a história dessa instituição. O envolvimento no bullying escolar pode trazer consequências negativas, inclusive, para o processo de ensino-aprendizagem dos estudantes, no qual os envolvidos podem apresentar baixo desempenho, reprovação ou abandono escolar, assim como episódios de indisciplina. Objetivo: identificar o desempenho escolar de crianças e adolescentes em situação de vulnerabilidade social, bem como, analisar as possíveis relações deste desempenho escolar com a participação em situações de violência que caracterizem bullying. Método: Participaram 375 crianças e adolescentes do Ensino Fundamental, de ambos os sexos, com idades entre 8 e 16 anos. Os instrumentos utilizados foram: Teste de Desempenho Escolar, Escala Sociométrica e Questionário para o Estudo da Violência Entre Pares. Os dados foram analisados por meio dos testes ANOVA-Two way e correlação de Spearman. Resultados: O presente estudo indicou que as crianças e adolescentes em situação de vulnerabilidade social apresentaram em relação ao desempenho escolar resultados abaixo dos níveis esperados nos três subtestes: escrita, aritmética e leitura, em ambos os sexos e nos diferentes grupos etários. Em uma análise intra e extra-grupo, verificou-se uma diferença significativa entre crianças e adolescentes do sexo feminino em todos os subtestes. Entretanto, o mesmo não foi verificado entre os meninos. Também se verificou relações entre baixo desempenho escolar e participação em situações de bullying, nos quais foi encontrado que o escore no subteste de escrita esteve correlacionado negativamente com praticar agressões e testemunhar violência na escola. Resultado semelhante ocorreu em relação ao subteste de leitura. O escore do subteste de aritmética, por sua vez, correlacionou-se negativa com as três formas de participação em situações de violência escolar: agredir, sofrer agressões e testemunhar violência contra os colegas. Por fim, o escore total obtido no TDE correlacionou-se negativamente de forma significativa com praticar agressões e testemunhar violência. Conclusão: Com base nos resultados encontrados no presente manuscrito, identificou-se que a maioria das crianças e adolescentes em situação de vulnerabilidade social investigados neste estudo, apresentaram desempenho escolar em nível considerado inferior ao esperado para a série/ano que frequentavam. Aliado a tais resultados, verificou-se que meninas adolescentes apresentaram melhor desempenho em relação as crianças do mesmo sexo. Ademais, verificou-se a existência de relações entre baixo desempenho escolar e participação em situações de bullying nas quais os envolvidos assumiam diferentes perfis perante este fenômeno: vítima, agressor e espectador. Palavras-chave: escolaridade, bullying, vulnerabilidade social.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), Portugalinfo:eu-repo/semantics/publishedVersionUniversidade do MinhoZequinão, Marcela AlmeidaCardoso, Allana AlexandreSilva, Jorge Luiz daMedeiros, Pâmella deSilva, Marta Angélica LossiPereira, BeatrizCardoso, Fernando Luiz20172017-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/55210por10.7322/jhgd.127645info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-05-11T06:28:42Zoai:repositorium.sdum.uminho.pt:1822/55210Portal AgregadorONGhttps://www.rcaap.pt/oai/openairemluisa.alvim@gmail.comopendoar:71602024-05-11T06:28:42Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Desempenho escolar e bullying em estudantes em situação de vulnerabilidade social Academic performance and bullying in socially vulnerable students |
title |
Desempenho escolar e bullying em estudantes em situação de vulnerabilidade social |
spellingShingle |
Desempenho escolar e bullying em estudantes em situação de vulnerabilidade social Zequinão, Marcela Almeida Escolaridade Bullying Vulnerabilidade social Ciências Sociais::Ciências da Educação |
title_short |
Desempenho escolar e bullying em estudantes em situação de vulnerabilidade social |
title_full |
Desempenho escolar e bullying em estudantes em situação de vulnerabilidade social |
title_fullStr |
Desempenho escolar e bullying em estudantes em situação de vulnerabilidade social |
title_full_unstemmed |
Desempenho escolar e bullying em estudantes em situação de vulnerabilidade social |
title_sort |
Desempenho escolar e bullying em estudantes em situação de vulnerabilidade social |
author |
Zequinão, Marcela Almeida |
author_facet |
Zequinão, Marcela Almeida Cardoso, Allana Alexandre Silva, Jorge Luiz da Medeiros, Pâmella de Silva, Marta Angélica Lossi Pereira, Beatriz Cardoso, Fernando Luiz |
author_role |
author |
author2 |
Cardoso, Allana Alexandre Silva, Jorge Luiz da Medeiros, Pâmella de Silva, Marta Angélica Lossi Pereira, Beatriz Cardoso, Fernando Luiz |
author2_role |
author author author author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Zequinão, Marcela Almeida Cardoso, Allana Alexandre Silva, Jorge Luiz da Medeiros, Pâmella de Silva, Marta Angélica Lossi Pereira, Beatriz Cardoso, Fernando Luiz |
dc.subject.por.fl_str_mv |
Escolaridade Bullying Vulnerabilidade social Ciências Sociais::Ciências da Educação |
topic |
Escolaridade Bullying Vulnerabilidade social Ciências Sociais::Ciências da Educação |
description |
Introduction: School bullying is characterized by over time repetitiveness of aggression, by the intentional injuring or causing suffering to another, and by the imbalance of power between the participants. This is not a new phenomenon, because the recurring situation of violence between peers at school has probably been a regular feature throughout human history. Involvement in school bullying can have negative consequences, including for the students´ teaching-learning process, in which those involved may have troubles such as failing, dropping out, as well as episodes of indiscipline. Objective: Identify the school performance of children and adolescents in a socially vulnerable situation, as well as to analyse the possible relationships of this performance with participation in the situations of violence that characterize school bullying. Method: 375 primary school children and adolescents of both genders aged between 8 and 16 years participated in the study. The instruments used were School Performance Test, Sociometric Scale and, Questionnaire for the Study of Violence Among Peers. The data were analysed using ANOVA Two-way test and Spearman correlation. Results: The present study indicates that children and adolescents in a socially vulnerable situation had results that were below expectations with respect to school development and performance in the three subtests – writing, arithmetic, and reading – in both genders and in different age groups. In an intra and extra analysis group, there was a significant difference between female children and adolescents in all subtests. However, the same was not observed among boys. There was also a relationship between poor school performance and participation in bullying situations, in which it was found that the score on the writing subtest was negatively correlated with practicing aggression and witnessing violence at school. A similar result occurred in relation to the reading subtest. The arithmetic subtest score, in turn, correlated negatively with the three forms of participation in situations of school violence: to assault, suffer abuse, and witnessing violence against colleagues. Finally, the total score obtained in SPT negatively and significantly correlated with practicing aggression and witnessing violence. Conclusion: Based on the results of this study, it was found that most children and adolescents in a socially vulnerable condition showed a lower school performance level than expected for their year attending. Allied to these results, it was found that teenage girls showed better performance than children of the same gender did. Moreover, there is a relationship between poor school performance and participation in bullying situations in different roles: victim, bully, and bystander. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017 2017-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1822/55210 |
url |
http://hdl.handle.net/1822/55210 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
10.7322/jhgd.127645 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
mluisa.alvim@gmail.com |
_version_ |
1817544984873664512 |