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Publication
Competências socioemocionais e autoconceito como fatores protetores do bullying e o seu impacto no rendimento escolar
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Authors
Abstract(s)
O presente estudo pretende descrever e comparar a auto perceção de bullying (vítimas
versus não vítimas) com base nas variáveis competências socioemocionais (CSE),
autoconceito e rendimento escolar. Assim sendo, a amostra foi composta por 52 jovens da
Região Autónoma da Madeira, com idades entre os 15 e 18 anos. A avaliação das variáveis
foi realizada através de um questionário sociodemográfico e de auto perceção de bullying, a
Escala de Avaliação de Competências Pessoais e Sociais “Para mim é fácil” (Gaspar &
Matos, 2015), e a Escala de Avaliação do Autoconceito “Piers-Harris Children’s Self-Concept
Scale” a versão adaptada para a população portuguesa (Veiga & Leite, 2016). Os resultados
revelaram que não existem diferenças estatisticamente significativas entre vítimas e não
vítimas de bullying em relação às variáveis CSE, autoconceito e rendimento escolar.
Ademais, foi evidenciada uma correlação negativa quase significativa entre autoconceito e
auto perceção de bullying, (r= -0,23, p= 0,102), isto é, jovens que percecionam ser vítimas
tendem a demonstrar níveis ligeiramente mais baixos de autoconceito. Os dados indicam
ademais que o bullying nesta amostra é mais predominante em jovens do sexo feminino e em
adolescentes em faixas etárias mais novas, nomeadamente, nos 15 anos.
The present study aims to describe and compare the self-perception of bullying (victims versus non-victims) based on the variables of social and emotional skills, self concept, and academic performance. The sample consisted of 52 young individuals from the Autonomous Region of Madeira, aged between 15 and 18 years. The assessment of the variables was conducted using a sociodemographic and self-perception of bullying questionnaire, the Personal and Social Competence Assessment Scale “Para mim é fácil” (“For me, it's easy”) (Gaspar & Matos, 2015), and the Self-Concept Evaluation Scale “Piers Harris Children’s Self-Concept Scale,” adapted for the Portuguese population (Veiga & Leite, 2016). The results revealed no statistically significant differences between bullying victims and non-victims regarding the variables of social and emotional skills, self-concept, and academic performance. Moreover, an almost significant negative correlation was found between self-concept and self-perception of bullying (r = -0.23, p = 0.102), indicating that young people who perceive themselves as victims tend to exhibit slightly lower levels of self concept. The data indicates that bullying in this sample is more prevalent among females and younger teenagers, particularly those aged 15.
The present study aims to describe and compare the self-perception of bullying (victims versus non-victims) based on the variables of social and emotional skills, self concept, and academic performance. The sample consisted of 52 young individuals from the Autonomous Region of Madeira, aged between 15 and 18 years. The assessment of the variables was conducted using a sociodemographic and self-perception of bullying questionnaire, the Personal and Social Competence Assessment Scale “Para mim é fácil” (“For me, it's easy”) (Gaspar & Matos, 2015), and the Self-Concept Evaluation Scale “Piers Harris Children’s Self-Concept Scale,” adapted for the Portuguese population (Veiga & Leite, 2016). The results revealed no statistically significant differences between bullying victims and non-victims regarding the variables of social and emotional skills, self-concept, and academic performance. Moreover, an almost significant negative correlation was found between self-concept and self-perception of bullying (r = -0.23, p = 0.102), indicating that young people who perceive themselves as victims tend to exhibit slightly lower levels of self concept. The data indicates that bullying in this sample is more prevalent among females and younger teenagers, particularly those aged 15.
Description
Keywords
Competências socioemocionais Autoconceito Bullying Rendimento escolar Socio-emotional skills Self-concept Academic performance Psicologia da Educação . Faculdade de Artes e Humanidades