scholarly journals Diferencias por sexo y edad en actitudes hacia temas morales en estudiantes de educación secundaria. / Gender and Age Differences in Attitudes Toward Moral Subjects in Secondary School Students

2015 ◽  
Vol 2 (4) ◽  
pp. 183
Author(s):  
Francisco Manuel Morales Rodríguez
Keyword(s):  
Secondary School ◽  
Age Differences ◽  
Secondary School Students ◽  
School Students ◽  
Gender And Age ◽  
Gender And Age Differences ◽  
Violencia Escolar

La violencia escolar cotidiana en parejas adolescentes como reacciones agresivas proactivas y reactivas se producen con frecuencia en los centros escolares; existiendo cada vez mayor preocupación por los problemas de convivencia escolar, el deterioro de las relaciones interpersonales y  la prevención de la violencia de género en los centros educativos de Educación Secundaria.  Un elemento importante para evaluar en estas situaciones son las actitudes e  intereses en temas morales y predisposición hacia la violencia en estudiantes de educación secundaria. Por ello, en el presente estudio descriptivo se presentan los resultados de un cuestionario sobre valores y actitudes en temas morales analizando diferencias en función del género y de la edad. Los participantes en esta investigación han sido 490 estudiantes de educación secundaria, con edades comprendidas entre los 11 y los 15 años, con una edad media de 13.21 años (DT=1.19). Los resultados demuestran diferencias estadísticamente significativas por género y edad, pudiéndose apreciar, en términos generales, una mayor tendencia a la despenalización de la violencia si es en defensa de lo propio y menor predisposición a la emisión de conductas prosociales tanto en los chicos en comparación con las chicas así como en el grupo de adolescentes de menor edad. Para concluir, se destaca la importancia de una detección y evaluación temprana de actitudes e intereses hacia estos temas morales con vistas a una educación integral dirigida a la mejora de la convivencia social y a la prevención de la violencia de género.

scholarly journals Investigación sobre adolescentes que son observadores de situaciones de ciberacoso

2019 ◽  
Vol 38 (1) ◽  
pp. 259-273
Author(s):  
VÍctor González Calatayud ◽  
Mª Paz Prendes Espinosa ◽  
Cristina Bernal Ruiz
Keyword(s):  
Secondary School ◽  
Age Differences ◽  
Group Process ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
The Past ◽  
Gender And Age ◽  
Gender And Age Differences

El ciberacoso es una realidad entre los adolescentes. En esta problemática no solo tenemos a cibervíctimas y ciberacosadores, sino que también están los ciberobservadores, los cuales juegan un papel fundamental. El objetivo principal fue conocer la prevalencia de ciberobservadores, ver las diferencias de género y edad, y relacionarlo con el uso del teléfono móvil y de Internet fuera de casa. Para ello se ha realizado un estudio transversal en el que se ha utilizado un cuestionario como instrumento. La muestra se ha seleccionado con un muestreo aleatorio estratificado, estando compuesta al final por un total de 950 estudiantes de la ESO, siendo un 50.4% chicos y con una media de edad de 13.93 (DT = 1.35). El 62.3% había observado al menos una de las conductas evaluadas durante el último año. Las chicas observaron en general más conductas que los chicos. En cuanto a la edad, los adolescentes de más edad son los que indicaron haber observado más ciberacoso. Aquellos adolescentes que disponen de ordenador en su propia habitación o los que tienen acceso a Internet fuera de casa observaron más ciberacoso. Teniendo en cuenta que el ciberacoso se da en un proceso grupal, los ciberobservadores juegan un papel fundamental para evitarlo. Cyberbullying is a reality among adolescents. In this problem we not only have cybervictims and cyberbullies, but also cyberobservers, who play a fundamental role in this problem. The main objective of this research is to find out the prevalence of cyberobservers, see gender and age differences, and relate it to mobile phone and Internet use outside the home. To this end, a cross-sectional study has been carried out using a questionnaire as an information-gathering tool. The sample was selected with stratified random sampling, and at the end consisted of a total of 950 secondary school students, of which 50.4% were boys and with an average age of 13.93 (SD = 1.35). 62.3% had observed at least one of the behaviors assessed during the past year. Women generally observed more behavior than men. In terms of age, older adolescents are the ones who reported having observed the most cyberbullying. Teenagers who have computers in their own rooms or those who have access to the Internet outside the home observed more cyberbullying. Given that cyberbullying occurs in a group process, cyber-observers play a key role in preventing it.

Gender and Age Changes in Math Mindset in Urban Sample of Elementary and Secondary School Students

2019 ◽  
Author(s):  
Beijia Tan ◽  
Jenee Love ◽  
Leigh Harrell-Williams ◽  
Christian E. Mueller ◽  
Martin H. Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Age Changes ◽  
School Students ◽  
Gender And Age ◽  
Urban Sample

scholarly journals Internet addiction among secondary school students conditioned by gender and age

2021 ◽  
Author(s):  
Igor LUKİĆ ◽  
Nikola SAVİĆ ◽  
Ivana VUKOSAVLJEVİĆ ◽  
Nevena RANKOVİĆ ◽  
Dragica RANKOVİĆ
Keyword(s):  
Secondary School ◽  
Internet Addiction ◽  
Secondary School Students ◽  
School Students ◽  
Gender And Age

scholarly journals Cyberbullying Bystanders

2017 ◽  
Vol 8 (1) ◽  
pp. 44-55 ◽  
Author(s):  
Marilyn Anne Campbell ◽  
Chrystal Whiteford ◽  
Krystle Duncanson ◽  
Barbara Spears ◽  
Des Butler ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Large Network ◽  
Social Phenomenon ◽  
Traditional Bullying ◽  
School Students ◽  
Social And Emotional ◽  
Gender And Age ◽  
Emotional Effects ◽  
Primary And Secondary School

Cyberbullying is a relatively new and serious form of bullying with negative social and emotional effects on both victims and perpetrators. Like traditional bullying, cyberbullying is a social phenomenon and often unfolds in the context of a large network of bystanders. This study examined gender and age of cyberbullying bystanders out of 2109 upper primary and secondary school students in Australia. The actions the bystanders took when a peer was cybervictimised were analysed. The results of the study suggested bystanders to cyberbullying were most likely not to do anything or help the person cyberbullied at the time. Girls were more prosocial in helping students who were cyberbullied than boys. In addition, those students who knew someone who was bullied in both ways were more likely to tell their parents and friends about it than those who knew someone who was cyberbullied only. Implications for prevention and intervention in cyberbullying are discussed.

scholarly journals VIOLENCIA ESCOLAR EN LA ADOLESCENCIA: DIFERENCIAS POR GÉNERO, EDAD Y TIPO DE CENTRO

2017 ◽  
Vol 2 (1) ◽  
pp. 179
Author(s):  
Begoña Nieto Campos ◽  
Margarita Pino Juste ◽  
Víctor Domínguez Rodríguez
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
School Violence ◽  
Secondary School Students ◽  
School Students ◽  
Student Violence ◽  
Violent Behaviors ◽  
Type Of School ◽  
Do So ◽  
Violencia Escolar

Abstract.SCHOOL VIOLENCE IN ADOLESCENCE: DIFFERENCES BY GENDER, AGE AND TYPE OF CENTERViolence in schools is one of the most worrisome reasons in educational communities and also in the rest of society. The objective of the study was to analyze whether gender, age and type of center have a significant impact on the type of school violence practiced by compulsory secondary school students. There were 1270 students (51.2% male and 48.8% female) aged 12 to 16 years (mean age: 13.79 ± 1.28). The revised school violence questionnaire (CUVE-R) was administered. The results showed that boys scored higher on student violence, teacher violence, and violence through ICT, while girls do so in disruption in the classroom. Also, an older age increases the exercise of violent behaviors, except in the disruption in the classroom that presents higher values at thirteen years. Finally, it is the publicly owned centers that have the highest probabilities of school violence. In general, the results have allowed confirm that gender, age and type of center can be variable to take into account for the regulation of coexistence in compulsory secondary education centers, on which the prevention and intervention actions to be developed should be centered.Key words: school violence, gender, age, educational center, secondary school.Resumen.La violencia en los centros escolares es uno de los motivos que más preocupaciones genera en las comunidades educativas y también en el resto de la sociedad. El objetivo del estudio fue analizar si el género, edad y tipo de centro inciden significativamente en el tipo de violencia escolar ejercida por el alumnado de educación secundaria obligatoria. Participaron 1270 alumnos (51.2% hombres y 48.8% mujeres) con edades comprendidas entre los 12 y 16 años (media de edad: 13.79±1.28). Se administró el cuestionario de violencia escolar revisado (CUVE-R). Los resultados mostraron que los chicos puntuaban más alto en violencia del alumnado, violencia del profesorado, y violencia a través de las TIC, mientras que las chicas lo hacen en la disrupción en el aula. Asimismo, una mayor edad incrementa el ejercer conductas violentas, excepto en la disrupción en el aula que presenta mayores valores a los trece años. Finalmente, son los centros de titularidad pública los que presentan probabilidades más elevadas de violencia escolar. En general, los resultados han permitido confirmar que género, edad y tipo de centro pueden ser variables a tener en cuenta para la regulación de la convivencia en los centros educativos de educación secundaria obligatoria, sobre las que se debería centrar las acciones de prevención e intervención a desarrollar.Palabras clave: violencia escolar, género, edad, centro educativo, educación secundaria obligatoria.

Cyberbullying Bystanders

2020 ◽  
pp. 113-129
Author(s):  
Marilyn Anne Campbell ◽  
Chrystal Whiteford ◽  
Krystle Duncanson ◽  
Barbara Spears ◽  
Des Butler ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Large Network ◽  
Social Phenomenon ◽  
Traditional Bullying ◽  
School Students ◽  
Social And Emotional ◽  
Gender And Age ◽  
Emotional Effects ◽  
Primary And Secondary School

Cyberbullying is a relatively new and serious form of bullying with negative social and emotional effects on both victims and perpetrators. Like traditional bullying, cyberbullying is a social phenomenon and often unfolds in the context of a large network of bystanders. This study examined gender and age of cyberbullying bystanders out of 2109 upper primary and secondary school students in Australia. The actions the bystanders took when a peer was cybervictimised were analysed. The results of the study suggested bystanders to cyberbullying were most likely not to do anything or help the person cyberbullied at the time. Girls were more prosocial in helping students who were cyberbullied than boys. In addition, those students who knew someone who was bullied in both ways were more likely to tell their parents and friends about it than those who knew someone who was cyberbullied only. Implications for prevention and intervention in cyberbullying are discussed.

Gender and Age Differences in Self-Reported Aggression of High School Students

2012 ◽  
Vol 28 (8) ◽  
pp. 1709-1725 ◽  
Author(s):  
Haralambos Tsorbatzoudis ◽  
Antonios K. Travlos ◽  
Angelos Rodafinos
Keyword(s):  
High School ◽  
High School Students ◽  
Age Differences ◽  
School Students ◽  
Gender And Age ◽  
Gender And Age Differences

scholarly journals The investigation of formal operational thinking on the age 14-19

Psihologija ◽  
2004 ◽  
Vol 37 (2) ◽  
pp. 163-181 ◽  
Author(s):  
Ivana Stepanovic
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
Age Differences ◽  
Rasch Model ◽  
Secondary School Students ◽  
Age Groups ◽  
School Students ◽  
Logical Operations ◽  
Two Age Groups ◽  
Formal Operations

This work deals with formal operations. The following problems were investigated: (1) formal operational thought characteristics, (2) existence of formal operations structured whole, (3) existence of age differences regarding formal operations and (4) existence of sex differences regarding formal operations. There were 339 subjects, from the three age groups (eight grade of primary school, second and fourth grade of secondary school). Formal operations are tested by Bond?s Logical Operations Test. Rasch model was used for data analysis as well as some CTT techniques, basically for testing age and sex differences. The results show that BLOT is easy for our subjects. The hardest items are related to implications and the easiest to correlations and volume conservation. The data confirm assumption of formal operations as structured whole. There are age differences between youngest subjects and other two age groups but there is no differences between younger and older secondary school students. Sex differences were not found. Results were discussed in the light of Piaget's theory and the results of formal operations studies.

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