Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents

International Journal of Environmental Research and Public Health

JuanEvaristo Callejas Jerónimo¹  Gonzalo Musitu Ochoa¹  Celeste León Moreno¹  Elizabeth Cañas Pardo²  Estefanía Estévez López² 

[1] Department of Education and Social Psychology, Pablo Olavide University, 41013 Seville, Spain;Department of Health Psychology, Miguel Hernández University, Avda. de la Universidad s/n, 03202 Alicante, Spain;

关键词: school integration;    psychosocial adjustment;    cyber-aggression;    adolescence;   

DOI  :  10.3390/ijerph18010108

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown