Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school children

The present research focuses on the self-admission of being a bully in primary school children who bully, and studies it in relation to sex, educational stage and type of bullying behavior. Our objective was to un-derstand better the relationship between aggressive behaviors and bullying self-admiss...

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Authors: Sidera Caballero, Francesc, Serrat Sellabona, Elisabet, Brugués Català, Glòria, Rostán Sánchez, Carles
Format: article
Status:Published version
Publication Date:2023
Country:España
Institution:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repository:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/26248
Online Access:http://hdl.handle.net/10256/26248
Access Level:Open access
Keyword:Agressivitat
Aggressiveness
Assetjament escolar -- Educació primària
Bullying in schools -- Study and teaching (Primary)
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spelling Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school childrenSidera Caballero, FrancescSerrat Sellabona, ElisabetBrugués Català, GlòriaRostán Sánchez, CarlesAgressivitatAggressivenessAssetjament escolar -- Educació primàriaBullying in schools -- Study and teaching (Primary)The present research focuses on the self-admission of being a bully in primary school children who bully, and studies it in relation to sex, educational stage and type of bullying behavior. Our objective was to un-derstand better the relationship between aggressive behaviors and bullying self-admission. We hypothesized aggressive behaviors would be related to bullying self-admission. A total of 4646 primary school students aged from 7 to 12 years participated in this correlational study. The EBIPQ question-naire was administered to evaluate children’s aggressive behaviors, whereas bullying self-admission was evaluated through a direct question. From the total of participants, 14.9 % were considered bullies, and 4.4 % frequent bullies, according to their responses to the EBIPQ. Among bullies, 21.4 % admitted having bullied others, and this percentage increased to 32 % for frequent bullies. Self-admission of being a bully was independent of sex and educational stage. On the other hand, some aggressive behaviors were more associated than others to self-admission ofbeing a bully. Results suggest reluctance in children to consider themselves as bullies, especially in some types of aggressive behaviors. Finally, we discuss the need to study further the factors influencing the self-admission of being a bullyLa presente investigación se centra en la percepción de ser agresor en niños de primaria que acosan, y su relación con el sexo, la etapa educativa y el tipo de conducta agresiva. Nuestro objetivo fue comprender mejor la relación entre las conductas agresivas y la percepción de ser agresor. Se hipotetizó que los comportamientos agresivos estarían relacionados con la percepción de ser agresor. Un total de 4646 estudiantes de 7 a 12 años participaron en este estudio correlacional. Se administró el cuestionario EBIPQ para evaluar la agresividad, mientras que la percepción de ser agresor se evaluó con una pregunta directa. Un 14.9 % de los participantes se consideraron acosadores, y un 4.4 % acosadores frecuentes, según sus respuestas en el EBIPQ. Un 21.4 % de los acosadores y un 32 % de los acosadores frecuentes admitieron haber acosado. La percepción de ser agresor fue independiente del sexo y la etapa educativa. Por otra parte, algunas conductas agresivas se asociaron más que otras a la percepción de ser agresor. Los resultados sugieren una dificultad para considerarse acosador, especialmente en ciertas conductas agresivas. Finamente, se discute la necesidad de profundizar en los factores que influyen en la percepción de ser acosador4Editum-Servicio de Publicaciones de la Universidad de Murcia2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/26248http://hdl.handle.net/10256/26248Anales de Psicología = Annals of Psychology, 2023, vol. 39, núm. 2, p. 231-238Articles publicats (D-PS)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.6018/analesps.507201info:eu-repo/semantics/altIdentifier/issn/1695-2294Reconeixement-CompartirIgual 4.0 Internacionalhttp://creativecommons.org/licenses/by-sa/4.0info:eu-repo/semantics/openAccessoai:recercat.cat:10256/262482026-05-29T05:05:01Z
dc.title.none.fl_str_mv Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school children
title Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school children
spellingShingle Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school children
Sidera Caballero, Francesc
Agressivitat
Aggressiveness
Assetjament escolar -- Educació primària
Bullying in schools -- Study and teaching (Primary)
title_short Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school children
title_full Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school children
title_fullStr Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school children
title_full_unstemmed Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school children
title_sort Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school children
dc.creator.none.fl_str_mv Sidera Caballero, Francesc
Serrat Sellabona, Elisabet
Brugués Català, Glòria
Rostán Sánchez, Carles
author Sidera Caballero, Francesc
author_facet Sidera Caballero, Francesc
Serrat Sellabona, Elisabet
Brugués Català, Glòria
Rostán Sánchez, Carles
author_role author
author2 Serrat Sellabona, Elisabet
Brugués Català, Glòria
Rostán Sánchez, Carles
author2_role author
author
author
dc.subject.none.fl_str_mv Agressivitat
Aggressiveness
Assetjament escolar -- Educació primària
Bullying in schools -- Study and teaching (Primary)
topic Agressivitat
Aggressiveness
Assetjament escolar -- Educació primària
Bullying in schools -- Study and teaching (Primary)
description The present research focuses on the self-admission of being a bully in primary school children who bully, and studies it in relation to sex, educational stage and type of bullying behavior. Our objective was to un-derstand better the relationship between aggressive behaviors and bullying self-admission. We hypothesized aggressive behaviors would be related to bullying self-admission. A total of 4646 primary school students aged from 7 to 12 years participated in this correlational study. The EBIPQ question-naire was administered to evaluate children’s aggressive behaviors, whereas bullying self-admission was evaluated through a direct question. From the total of participants, 14.9 % were considered bullies, and 4.4 % frequent bullies, according to their responses to the EBIPQ. Among bullies, 21.4 % admitted having bullied others, and this percentage increased to 32 % for frequent bullies. Self-admission of being a bully was independent of sex and educational stage. On the other hand, some aggressive behaviors were more associated than others to self-admission ofbeing a bully. Results suggest reluctance in children to consider themselves as bullies, especially in some types of aggressive behaviors. Finally, we discuss the need to study further the factors influencing the self-admission of being a bully
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
peer-reviewed
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/26248
http://hdl.handle.net/10256/26248
url http://hdl.handle.net/10256/26248
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.6018/analesps.507201
info:eu-repo/semantics/altIdentifier/issn/1695-2294
dc.rights.none.fl_str_mv Reconeixement-CompartirIgual 4.0 Internacional
http://creativecommons.org/licenses/by-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Reconeixement-CompartirIgual 4.0 Internacional
http://creativecommons.org/licenses/by-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editum-Servicio de Publicaciones de la Universidad de Murcia
publisher.none.fl_str_mv Editum-Servicio de Publicaciones de la Universidad de Murcia
dc.source.none.fl_str_mv Anales de Psicología = Annals of Psychology, 2023, vol. 39, núm. 2, p. 231-238
Articles publicats (D-PS)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,198674

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