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首页> 外文会议>International Technology, Education and Development Conference >(809) STUDENTS? ENGAGEMENT IN SCHOOL: ANALYSES ACCORDING TO PEER VICTIMIZATION AND GRADE, THROUGHOUT ADOLESCENCE
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(809) STUDENTS? ENGAGEMENT IN SCHOOL: ANALYSES ACCORDING TO PEER VICTIMIZATION AND GRADE, THROUGHOUT ADOLESCENCE

机译：（809）学生？在学校参与：根据同伴受害者和级别的分析整个青春期

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Conceptual Frame:In recent years, students' engagement in school (SES) has been pointed out a mean to prevent andaddress the occurrence of victimization behaviors between students, either as aggressors or asvictims;;however, there is a lack of empirical studies on the relationship between these constructs,throughout adolescence. Objective: To study the relationships between SES and victimizationbehaviors throughout the adolescence years of schooling is the aim of the present study.Method:The sample consisted of 685 students from different regions of the country, of both sexes, divided bygrade (6th, 7th, 9th and 10th). Data were collected in classroom context through a survey thatincluded items from the “Multidimensional Peer Victimization Scale” and the questionnaire “Student'sEngagement in School - A Four Dimensional Scale (SES-4DS)”, which includes a cognitive, anaffective, a behavioral and an agentic dimension [1].Results:The results from the analysis of engagement variance (anova two-way 2x3), according to grade (6thand 7th versus 9th and 10th grades) and peer victimization (low, medium and high), allowed to find adecrease throughout schooling years, either in SES, as in peer victimization behaviors (PVB);;thesignificant effects of the interaction of the variables PV and grade emerged only in the cognitive andbehavioral dimensions, and were due to a larger decrease in such dimensions, in the group withhigher PV, throughout the years.Conclusions:Results are considered within the context of social-cognitive perspective of development;;and suggestfurther deeper analyses, in addition to activation measures of variables such as students' engagementin school, as a form to diminish peer victimization conducts.
机译：概念框架：近年来，学生在学校（SES）的参与人士已经指出了一种意思，以防止学生与侵略者或Asvictims之间的受害行为的发生;但是，缺乏对的实证研究在整个青春期之间这些构建体之间的关系。目的：研究整个学校教育的历史上SES和受害者之间的关系是本研究的目的。方法：该样本由来自该国不同地区的685名学生，分类，分割副格（第6，第7号，第9和第10个）。通过调查从“多维同伴受害规模”和问卷“学生在学校的问卷中的项目中的课堂上下文中收集数据 - 四维规模（SES-4DS）”，其中包括认知，一种人物，行为和辅助尺寸[1]。结果：参与方差分析的结果（ANOVA双向2x3），根据等级（6thant 7th和第9级）和同伴受害（低，中等和高），允许在整个学校教育年度中，在SES中，如在同伴受害行为（PVB）中;;变量PV和等级的相互作用的重要效果仅在认知的andbehavioral尺寸中出现，并且由于这种尺寸的减小而导致的效果。组withhigher PV，整个years.Conclusions中：结果发展的社会认知透视;;和suggestfurther更深分析的范围内考虑，除了激活米学生的参与者学校等变量的容易，作为一种削弱同伴受害行为的形式。

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