Investigación de las orientaciones valorativas de los participantes del bullying en el espacio educativo

Autores

DOI:

https://doi.org/10.17162/au.v12i2.1030

Palavras-chave:

bullying, orientaciones valorativas, espacio educativo, espacio mediático, agresión, psicología, educación.

Resumo

El objetivo del presente artículo es argumentar teóricamente e investigar empíricamente las orientaciones valorativas de los participantes del bullying en el espacio educativo. Se argumentaron teóricamente las características psicológicas del fenómeno del bullying tras las orientaciones valorativas de sus participantes. Como método, se describieron las bases metodológicas de la investigación empírica utilizando herramientas válidas de psicodiagnóstico. Se confirmó que todos los participantes del bullying, excepto sus observadores pasivos, tienen una orientación valorativa de “pasar bien el tiempo, descansar”, lo que evidencia la interrelación entre la “situación estresante” del bullying y el “agotamiento físico, moral” (p≤ .05). Para las víctimas y testigos que los ayudaban, la orientación valorativa predominante es la “ayuda y misericordia hacia los demás”, y para el acosador, “alto estatuto social” y “gobernar a la gente” (p≤.05). En conclusión, los resultados empíricos obtenidos y la argumentación teórica contribuyen a la operacionalización de la solución de tareas educativas en la escuela; la implementación de los resultados obtenidos en el trabajo preventivo, correccional de desarrollo reducirá la prevalencia y el nivel de efectos perjudiciales del bullying sobre los sujetos del espacio educativo influyendo en sus orientaciones valorativas.

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Publicado

2022-01-31

Como Citar

Popovych, I. ., Zavatska, N. ., Bozoyan, M. ., Vorobel, M. ., Blyskun, O. ., & Klenina, K. . (2022). Investigación de las orientaciones valorativas de los participantes del bullying en el espacio educativo. Apuntes Universitarios, 12(2), 1–16. https://doi.org/10.17162/au.v12i2.1030